Model fit indices for the SEMs.

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，但本科生群体对其应用仍存在诸多挑战。本研究基于自我决定理论，探究满足三项基本心理需求（即自主性、胜任感与归属感）能否提升中国本科生（N=381）的在线自主学习参与度。研究数据通过线上问卷采集，问卷涵盖修订版在线自主学习量表、需求满足程度测评量表及人口统计学信息条目。研究采用描述性分析、验证性因子分析与结构方程模型开展数据分析工作。结果表明，总体需求满足程度与在线自主学习策略的使用呈显著正相关。具体来看，自主性满足与资源管理策略的使用呈正相关；胜任感的提升与多数在线自主学习策略呈正相关，但时间管理与寻求帮助除外；归属感则与自我评估、任务策略及寻求帮助呈正相关。上述研究结果凸显了各项需求在促进在线自主学习中的独特作用。因此，在线课程的设计者与授课教师应贴合本科生的特定需求，以提升其针对性在线自主学习策略的应用水平。