Secondary School Students’ Perceptions of Autonomy, Competence, and Relatedness in Digital Learning: A Qualitative Study

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Secondary School Students’ Perceptions of Autonomy, Competence, and Relatedness in Digital Learning: A Qualitative Study. / Stalmach, Aleksandra; D’Elia, Paola; Di Sano, Sergio et al.
In: Computers in the Schools, 2025.

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@article{e3ad70477c284493be712793b984ef5e,
title = "Secondary School Students{\textquoteright} Perceptions of Autonomy, Competence, and Relatedness in Digital Learning: A Qualitative Study",
abstract = "We explored secondary school students{\textquoteright} perceptions of digital educational tools in relation to basic psychological needs as outlined in Self-Determination Theory: autonomy, competence, and relatedness. Within a qualitative research design, we used a self-designed semi-standardized questionnaire to gather insights from a sample of 41 schoolchildren aged fifteen to seventeen from a school located in Aljustrel, in Baixo Alentejo, an economically modest region in southern Portugal. The findings reveal that students perceive the digital tools as effective in supporting their autonomy and competence, enabling self-paced, self-directed, and engaging learning experiences. However, students expressed mixed views on the fulfillment of relatedness, often preferring the interpersonal interactions and comprehensive explanations provided by in-person teaching. Based on the responses, digital tools may foster autonomy and competence, but their impact on relatedness is more context-dependent and less consistent. While digital tools can be effective for extracurricular interest development, students demonstrate a preference for teachers{\textquoteright} personal attendance in formal school settings, especially when engrossed in a schedule of examinations.",
keywords = "basic psychological needs, Digital educational tools, digital learning, self-determination theory, Educational science",
author = "Aleksandra Stalmach and Paola D{\textquoteright}Elia and {Di Sano}, Sergio and Gino Casale",
note = "Publisher Copyright: {\textcopyright} 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.",
year = "2025",
doi = "10.1080/07380569.2025.2532436",
language = "English",
journal = "Computers in the Schools",
issn = "0738-0569",
publisher = "Routledge Taylor & Francis Group",

}

RIS

TY - JOUR

T1 - Secondary School Students’ Perceptions of Autonomy, Competence, and Relatedness in Digital Learning

T2 - A Qualitative Study

AU - Stalmach, Aleksandra

AU - D’Elia, Paola

AU - Di Sano, Sergio

AU - Casale, Gino

N1 - Publisher Copyright: © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

PY - 2025

Y1 - 2025

N2 - We explored secondary school students’ perceptions of digital educational tools in relation to basic psychological needs as outlined in Self-Determination Theory: autonomy, competence, and relatedness. Within a qualitative research design, we used a self-designed semi-standardized questionnaire to gather insights from a sample of 41 schoolchildren aged fifteen to seventeen from a school located in Aljustrel, in Baixo Alentejo, an economically modest region in southern Portugal. The findings reveal that students perceive the digital tools as effective in supporting their autonomy and competence, enabling self-paced, self-directed, and engaging learning experiences. However, students expressed mixed views on the fulfillment of relatedness, often preferring the interpersonal interactions and comprehensive explanations provided by in-person teaching. Based on the responses, digital tools may foster autonomy and competence, but their impact on relatedness is more context-dependent and less consistent. While digital tools can be effective for extracurricular interest development, students demonstrate a preference for teachers’ personal attendance in formal school settings, especially when engrossed in a schedule of examinations.

AB - We explored secondary school students’ perceptions of digital educational tools in relation to basic psychological needs as outlined in Self-Determination Theory: autonomy, competence, and relatedness. Within a qualitative research design, we used a self-designed semi-standardized questionnaire to gather insights from a sample of 41 schoolchildren aged fifteen to seventeen from a school located in Aljustrel, in Baixo Alentejo, an economically modest region in southern Portugal. The findings reveal that students perceive the digital tools as effective in supporting their autonomy and competence, enabling self-paced, self-directed, and engaging learning experiences. However, students expressed mixed views on the fulfillment of relatedness, often preferring the interpersonal interactions and comprehensive explanations provided by in-person teaching. Based on the responses, digital tools may foster autonomy and competence, but their impact on relatedness is more context-dependent and less consistent. While digital tools can be effective for extracurricular interest development, students demonstrate a preference for teachers’ personal attendance in formal school settings, especially when engrossed in a schedule of examinations.

KW - basic psychological needs

KW - Digital educational tools

KW - digital learning

KW - self-determination theory

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=105010855833&partnerID=8YFLogxK

U2 - 10.1080/07380569.2025.2532436

DO - 10.1080/07380569.2025.2532436

M3 - Journal articles

AN - SCOPUS:105010855833

JO - Computers in the Schools

JF - Computers in the Schools

SN - 0738-0569

ER -