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Self-Determined Motivation in Online Language Learning Context: Its Relation to Autonomy Support and Needs Satisfaction

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Title: Self-Determined Motivation in Online Language Learning Context: Its Relation to Autonomy Support and Needs Satisfaction
Language: English
Authors: Hale Nur Söyler Bölükbasi (ORCID 0000-0002-8881-1793), Deren Basak Akman Yesilel (ORCID 0000-0002-3365-8285)
Source: MEXTESOL Journal. 2025 49(3).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Grade 7
Junior High Schools
Descriptors: Foreign Countries, Secondary School Students, Second Language Learning, English (Second Language), Self Motivation, Self Determination, Grade 6, Grade 7, Electronic Learning, Online Courses, Personal Autonomy, Psychological Needs, Need Gratification
Geographic Terms: Turkey (Ankara)
ISSN: 2395-9908
Abstract: This quantitative study examined English as foreign language (EFL) students' motivational orientation, perceived autonomy support, and psychological needs satisfaction in online education. Besides, the relationship between the above-mentioned variables was examined to test the hypothesis derived from the Self-Determination Theory. It was hypothesized that the autonomy-supportive environment in online English learning increased students' psychological need satisfaction and helped students have more autonomous motivation. The participants were 123 sixth and seventh grade students in a secondary school. The following scales were used to answer the research questions: the Language Learning Orientations Scale (LLOS), Learning Climate Scale (LCS) and Activity-Feeling Scale (AFS). The data were analyzed through the SPSS and AMOS software. The results indicated that the identified regulation was the center of motivational orientation in online English learning. Moreover, students believed their teacher was autonomy-supportive, and their psychological needs were met. Additionally, it was found that EFL students with autonomous motivation perceived their teacher as more autonomy-enhancing than students with controlled motivation. On the other hand, students' perceptions of their psychological needs did not change according to their self-determination level. Finally, the results showed that the satisfaction of psychological needs played an intermediary role between the autonomy support of teachers and the motivational orientation of students in online English learning. As a suggestion, further studies could use a longitudinal approach to provide a concise explanation for the persistent state of relatedness and autonomy in online learning. In addition, the generalizability of this study can be increased by collecting data from different regions, grade levels and cultures.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484684
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Self-Determined Motivation in Online Language Learning Context: Its Relation to Autonomy Support and Needs Satisfaction
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  Label: Language
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Hale+Nur+Söyler+Bölükbasi%22">Hale Nur Söyler Bölükbasi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8881-1793">0000-0002-8881-1793</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deren+Basak+Akman+Yesilel%22">Deren Basak Akman Yesilel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3365-8285">0000-0002-3365-8285</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2025 49(3).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Motivation%22">Self Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Need+Gratification%22">Need Gratification</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Ankara%29%22">Turkey (Ankara)</searchLink>
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  Data: 2395-9908
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This quantitative study examined English as foreign language (EFL) students' motivational orientation, perceived autonomy support, and psychological needs satisfaction in online education. Besides, the relationship between the above-mentioned variables was examined to test the hypothesis derived from the Self-Determination Theory. It was hypothesized that the autonomy-supportive environment in online English learning increased students' psychological need satisfaction and helped students have more autonomous motivation. The participants were 123 sixth and seventh grade students in a secondary school. The following scales were used to answer the research questions: the Language Learning Orientations Scale (LLOS), Learning Climate Scale (LCS) and Activity-Feeling Scale (AFS). The data were analyzed through the SPSS and AMOS software. The results indicated that the identified regulation was the center of motivational orientation in online English learning. Moreover, students believed their teacher was autonomy-supportive, and their psychological needs were met. Additionally, it was found that EFL students with autonomous motivation perceived their teacher as more autonomy-enhancing than students with controlled motivation. On the other hand, students' perceptions of their psychological needs did not change according to their self-determination level. Finally, the results showed that the satisfaction of psychological needs played an intermediary role between the autonomy support of teachers and the motivational orientation of students in online English learning. As a suggestion, further studies could use a longitudinal approach to provide a concise explanation for the persistent state of relatedness and autonomy in online learning. In addition, the generalizability of this study can be increased by collecting data from different regions, grade levels and cultures.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1484684
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484684
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Self Motivation
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      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Need Gratification
        Type: general
      – SubjectFull: Turkey (Ankara)
        Type: general
    Titles:
      – TitleFull: Self-Determined Motivation in Online Language Learning Context: Its Relation to Autonomy Support and Needs Satisfaction
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            NameFull: Hale Nur Söyler Bölükbasi
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            NameFull: Deren Basak Akman Yesilel
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              Y: 2025
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