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Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps

Author

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  • Mohd Shafie Rosli

    (School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

  • Nor Shela Saleh

    (Department of Social Science, Centre for General Studies and Co-Curricular, Universiti Tun Hussein Onn Malaysia, Parit Raja 86400, Malaysia)

  • Azlah Md. Ali

    (School of Human Resource Development and Psychology, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

  • Suaibah Abu Bakar

    (School of Human Resource Development and Psychology, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

Abstract

Self-Determination Theory (SDT) has been studied to comprehend human motivation, particularly in education. Numerous studies have been conducted at universities regarding online learning as a technology to mitigate the effects of COVID-19. On the basis of these expansions, however, there is a knowledge gap regarding what constitutes advancement, future direction, and research gaps regarding SDT in university online learning. This new systematic literature review analyzed 49 articles using PRISMA to bridge the knowledge gap. Currently, SDT research in online learning at university does not extensively integrate other theories and models, but there is a trend toward acceptance models and cognitive theories. Future research should incorporate additional SDT factors such as intrinsic motivation, external regulation, identified regulation, and amotivation in addition to autonomy, competence, and relatedness. As most research samples students, a research gap involving lecturers and mixed groups is suggested. The future is anticipated to be dominated by quantitative research, leaving qualitative and mixed methods as points of exploration. This review sheds light on the advancements, future direction, and research gaps regarding SDT in university-level online learning. It could serve as a basis for future research in SDT within the context of online education.

Suggested Citation

  • Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar, 2022. "Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps," Sustainability, MDPI, vol. 14(21), pages 1-21, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14655-:d:965933
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    References listed on IDEAS

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    1. Andrés S. Lombas & Miguel Ángel Esteban, 2018. "The Confounding Role of Basic Needs Satisfaction Between Self-Determined Motivation and Well-Being," Journal of Happiness Studies, Springer, vol. 19(5), pages 1305-1327, June.
    2. Muddassar Sarfraz & Ghulam Hussain & Muhammad Shahid & Amir Riaz & Muhammad Muavia & Yahya Saleem Fahed & Faiza Azam & Mohammad Tallal Abdullah, 2022. "Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    3. Katariina Salmela-Aro & Katja Upadyaya & Inka Ronkainen & Lauri Hietajärvi, 2022. "Study Burnout and Engagement During COVID-19 Among University Students: The Role of Demands, Resources, and Psychological Needs," Journal of Happiness Studies, Springer, vol. 23(6), pages 2685-2702, August.
    4. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar & Lokman Mohd Tahir, 2022. "A Systematic Review of the Technology Acceptance Model for the Sustainability of Higher Education during the COVID-19 Pandemic and Identified Research Gaps," Sustainability, MDPI, vol. 14(18), pages 1-25, September.
    5. Siti Nur Diyana Mahmud & Hazrati Husnin & Tuan Mastura Tuan Soh, 2020. "Teaching Presence in Online Gamified Education for Sustainability Learning," Sustainability, MDPI, vol. 12(9), pages 1-17, May.
    6. Sijing Zhou & Huiling Zhu & Yu Zhou, 2022. "Impact of Teenage EFL Learners’ Psychological Needs on Learning Engagement and Behavioral Intention in Synchronous Online English Courses," Sustainability, MDPI, vol. 14(17), pages 1-17, August.
    7. Márquez, Luis & Pineda, Laura X. & Poveda, Juan C., 2022. "Mobility-impaired people’s preferences for a specialized paratransit service as BRT’s feeder: The role of autonomy, relatedness, and competence," Transportation Research Part A: Policy and Practice, Elsevier, vol. 165(C), pages 172-185.
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    Cited by:

    1. Fa Zhang & Christine L. Bae & Michael D. Broda & Alison C. Koenka, 2023. "Factor Structure of Student Science-Learning Motivation: Evidence from TIMSS U.S. Data," Sustainability, MDPI, vol. 15(17), pages 1-15, September.

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