Bardone-Cone, A. M., Abramson, L. Y., Vohs, K. D., Heaterton, T. F., & Joiner T. E. Jr. (2006).Predicting bulimic symptoms: An interactive model of self-efficacy, perfectionism, and perceived weight status. Behavior and research therapy, 44(1), 27–42.

In the present study, these notions imply that the degree of perceived autonomy in online learning is expected to be positively associated with both the perceived usefulness (extrinsic motivation) and perceived enjoyment (intrinsic motivation) of online SRL. Therefore, we hypothesize the following: H1 Lester, S., & Costley, C. (2010). Work-based learning at higher education level: value, practice and critique. Studies in Higher Education, 35(5), 561–575. Chiu, T. (2021). Applying the self-determination theory (SDT) to explain student engagement in Online learning during the pandemic. Journal of Research on Technology in Education, 1–17, https://doi.org/10.1080/15391523.2021.1891998.

Citation

A need for relatedness in students’ online SRL reflects their desire to feel their activities connected with and supported by people close to them. According to SDT, individuals are likely to be more supportive of their group’s goal when they feel connected to group members. Individuals still perform some uninterested or unenjoyable activities because they are valued by relevant others (e.g., peers, friends, family, superior or organization) (Deci and Ryan 2000). Therefore, satisfying their needs represents a type of social influence, which is similar to the concept of the subjective norm in the IS domain. Previous studies have demonstrated the influence of subjective norms on perceived usefulness and intrinsic motivation (e.g., perceived playfulness or perceived enjoyment) (Hsu and Chiu 2004; Roca and Gagné 2008; Sørebø et al. 2009; Venkatesh 2000). Regarding learning activity, Nikou and Economides ( 2017) found a positive relation among relatedness, usefulness and the ease of use of a learning activity. We argue that students’ perceived relatedness with other important people is expected to influence usefulness and perceived enjoyment. Therefore, the following hypotheses are proposed: H5 Venkatesh, V. (1999). Creation of favorable user perceptions: exploring the role of intrinsic motivation. MIS Quarterly, 23(2), 239–260. Lee, M. K. O., Cheung, C. M. K., & Chen, Z. (2005). Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095–1104.

Gilles, D. M., Turk, C. L., & Fresco, D. M. (2005). Social anxiety, alcohol expectancies, and self-efficacy as predictors of heavy drinking in college students. Addictive Behaviours, Jun. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19(2), 189–211. SDT proposes that human beings have three fundamental psychological needs: autonomy, competence and relatedness (Deci and Ryan 2011; Ryan and Deci 2000). The need for autonomy refers to the feeling of choice and concurrence with one’s actions; the need for competence refers to the feeling to be effective and capable; and the need for relatedness refers to the feeling of a connection to, caring for, and being cared for by other individuals and groups. Satisfaction of these basic needs are associated with high-quality motivation as well as well-being (Ryan 2019). Bawa, P. (2016). Retention in online courses: exploring issues and solutions—a literature review. SAGE Open, 6(1), 1–11. Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Hrsg.), Encyclopedia of human behavior, Bd. 4 (S. 71–81). San Diego: Academic Press.Flammer, A. (1990). Erfahrung der eigenen Wirksamkeit. Einführung in die Psychologie der Kontrollmeinung. Bern: Huber. Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of a sophisticated mental model of a complex system. Contemporary Educational Psychology, 34(1), 18–29. Students’ level of perceived usefulness is positively associated with their level of intention to continue their use of online SRL. 3.5 Perceived enjoyment

Students’ perceived level of online self-regulated learning relatedness is positively associated with their perceived level of usefulness. H6Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., & Rosenfield, S. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342–358. https://doi.org/10.1016/j.cedpsych.2014.08.002. Fäh, M., Sieber, M., & Uchtenhagen, A. (1990). Der Glaube ans Widerstehen-Können. Eine prospektive Langzeitstudie zur Vorhersage von Abstinenz bei stationär behandelten Alkoholikern. Sucht, 37, 26–36.