Previous studies indicated that online learning environments present motivational challenges that may frustrate students’ basic psychological needs for autonomy, competence, and relatedness. Grounded in Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), this study aimed to identify distinct need frustration profiles among e-learners and to examine how motivation-related factors (task value, self-efficacy, goal orientation, self-directed learning, collaborative learning) and attentional control predict profile membership. A sample of 541 adult (Mage = 26.37, SD = 8.61) e-learners completed a survey which consisted of Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS), Motivated Self-Directed Learning and Collaborative Learning Questionnaire (MSDLCL), and Attentional Control Scale. Latent profile analysis (LPA) based on the three (autonomy, competence, relatedness) need frustration indicators identified two profiles: a High Need Frustration profile (≈44%) and a Low Need Frustration profile (≈56%). Logistic regression analysis showed that learners with higher extrinsic goal orientation and attentional control were significantly more likely to belong to the high-frustration profile, whereas task value, self-efficacy, and self-directed or collaborative learning tendencies did not significantly predict profile membership.
Dirzyte et al. (Fri,) studied this question.
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