Correlations among key variables.

The increasing popularity of online courses has highlighted the importance of online self-regulated learning (OSRL). However, its use among undergraduates remains challenging. Based on self-determination theory, this study examined whether satisfying three basic psychological needs (i.e., autonomy, competence, and relatedness) could foster the engagement of Chinese undergraduates (N = 381) in OSRL. Data were collected from an online questionnaire, which included a revised Online Self-Regulated Learning Questionnaire, a scale to measure need satisfaction, and demographic information items. Descriptive analyses, confirmatory factor analyses and structural equation modeling were conducted. The results revealed that overall need satisfaction was positively associated with the use of OSRL strategies. Specifically, satisfying autonomy was positively associated with the use of resource management strategies. Feeling competent was positively associated with most OSRL strategies, except for time management and help seeking. A sense of relatedness was positively associated with self-evaluation, task strategies, and help seeking. These findings underscore the unique role of each need in promoting OSRL. Therefore, designers and instructors of online courses should cater to the specific needs of undergraduates to enhance their use of targeted OSRL strategy(ies).在线课程的日益普及凸显了在线自主学习（Online Self-Regulated Learning, OSRL）的重要性，但大学生对其的应用仍面临诸多挑战。本研究基于自我决定理论（Self-Determination Theory），探讨满足三项基本心理需求——即自主性、胜任感与归属感——能否促进中国大学生（N=381）的在线自主学习参与度。研究数据通过线上问卷收集，问卷包含修订版在线自主学习调查问卷（Revised Online Self-Regulated Learning Questionnaire）、需求满足程度测量量表以及人口统计学信息条目。本研究采用描述性分析、验证性因子分析以及结构方程模型开展数据分析。研究结果显示，整体心理需求满足程度与在线自主学习策略的使用呈显著正相关。具体而言，自主性需求的满足与资源管理策略的使用呈正相关；胜任感的提升与绝大多数在线自主学习策略呈正相关，但时间管理策略与求助策略除外；归属感的建立则与自我评估、任务策略以及求助策略呈正相关。上述研究结果凸显了各项心理需求在推动在线自主学习实践中的独特作用。因此，在线课程的设计者与授课教师应针对性满足大学生的各项心理需求，以提升其对定向在线自主学习策略的应用水平。