Problem
In contrast to more traditional learning environments, it can be difficult to \"see and hear\" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time. The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation?
Purpose of Study
The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed.
Method
This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique.
Results
The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners’ self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners’ basic psychological needs satisfaction (b=0.82, p
","abstract_html":"<p>Problem</p> <p>In contrast to more traditional learning environments, it can be difficult to "see and hear" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time. The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation?</p> <p>Purpose of Study</p> <p>The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed.</p> <p>Method</p> <p>This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique.</p> <p>Results</p> <p>The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners’ self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners’ basic psychological needs satisfaction (b=0.82, p</p>","abstract_has_math":false,"creators":["Jin, Ting"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Educational Psychology, Ph.D.","degree_department":null,"school":null,"contributors":["Nadia Nosworthy","Jimmy Kijai","Janine Lim"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T00:53:34Z","subjects":["Online Education","Self-Regulation","Psychological Needs","Autonomy Support","Mindsets","Educational Psychology","Online and Distance Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.andrews.edu/dissertations/1777","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Nadia Nosworthy","Jimmy Kijai","Janine Lim"]},{"key":"dc:creator","label":"Author","values":["Jin, Ting"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-12-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology, Ph.D."]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Online Education","Self-Regulation","Psychological Needs","Autonomy Support","Mindsets","Educational Psychology","Online and Distance Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.andrews.edu/dissertations/1777"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Problem
In contrast to more traditional learning environments, it can be difficult to \"see and hear\" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time. The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation?
Purpose of Study
The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed.
Method
This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique.
Results
The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners’ self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners’ basic psychological needs satisfaction (b=0.82, p
"]},{"key":"dc:title","label":"Title","values":["Basic Psychological Needs Satisfaction, Autonomy Support, and Mindsets as Predictors of Self-Regulation in University Online Learners"]}]}],"canonical_facts":{"dc:contributor":["Nadia Nosworthy","Jimmy Kijai","Janine Lim"],"dc:creator":["Jin, Ting"],"dc:date.available":["2022-12-09T08:00:00Z"],"dc:description.abstract":["Problem
In contrast to more traditional learning environments, it can be difficult to \"see and hear\" both the instructor and, more crucially, the students when engaging in online education. This has been one of the most common criticisms leveled against online education for a long time. The COVID-19 disruption and transformation of online learning in higher education underlines the fact that variance among online learners in terms of academic success and psychological well-being are determined by the level and quality of self-regulation. What is the degree of self-regulation among American university students who study online because of the COVID-19 pandemic's impact, and what variables might affect or perhaps predict this level of self-regulation?
Purpose of Study
The purpose of the present study was to test a theoretical model that explains how autonomy support, satisfaction of basic psychological needs, and mindsets predict self-regulation among university online learners in the United States. Based on the model fit and direct effect results of the first research hypothesis, the second research model was developed to examine the mediating effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation, and whether mindsets could moderate the indirect effect of basic psychological needs satisfaction on the relationship between autonomy support and self-regulation. To assess the data, structural equation modeling (SEM) was employed.
Method
This study used quantitative analysis of non-experimental survey data collected via Alchemer. A model-testing design was used to examine a theoretical model which proposed that basic psychological needs satisfaction (autonomy, competency, relatedness), autonomy support, and mindsets predict online learners' self-regulation. 1257 people in all completed the survey. The number of complete and valid participant responses was a sample of 404. Excel, SPSS version 26, Mplus version 8.3 were used for data analysis. Structural equation modeling (SEM) was adopted as the main statistical technique.
Results
The first research model of this study hypothesized that autonomy support, basic psychological needs satisfaction, and mindsets predict university online learners’ self-regulation. Analysis of the data indicated that the first hypothesized research model fit the data (X2=464.364, df=200, Normed Chi-Square=2.231, CFI=0.925, TLI=0.913, RMSEA=0.057, SRMR=0.053). The path analysis indices of model one suggested that autonomy support positively affected university online learners’ basic psychological needs satisfaction (b=0.82, p
"],"dc:identifier":["https://digitalcommons.andrews.edu/dissertations/1777"],"dc:subject":["Online Education","Self-Regulation","Psychological Needs","Autonomy Support","Mindsets","Educational Psychology","Online and Distance Education"],"dc:title":["Basic Psychological Needs Satisfaction, Autonomy Support, and Mindsets as Predictors of Self-Regulation in University Online Learners"],"thesis:degree_discipline":["Educational Psychology, Ph.D."],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T00:53:34Z"}