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The impact of self-determination theory: the moderating functions of social media (SM) use in education and affective learning engagement
Humanities and Social Sciences Communications · 2024 · published
1
Samples
36
Correlation effects
293
Total N
Citation
Uthman Alturki, Ahmed Aldraiweesh (2024). The impact of self-determination theory: the moderating functions of social media (SM) use in education and affective learning engagement. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-024-03150-xSamples (1)
| Sample ID | N | Country | Context | Mean age | % female | Language |
|---|---|---|---|---|---|---|
| 23401 | 293 | Saudi Arabia | Education (students) | 24.91 | 66.6 | Arabic |
Correlation effects (36)
| Construct X | Construct Y | r | N | Mean X | SD X | α X | Scale X |
|---|---|---|---|---|---|---|---|
| autonomy need satisfaction | self-efficacy | 0.42 | 293 | — | — | 0.927 | IMI |
| autonomy need satisfaction | student satisfaction | 0.63 | 293 | — | — | 0.927 | IMI |
| autonomy need satisfaction | relatedness need satisfaction | 0.64 | 293 | — | — | 0.927 | IMI |
| relatedness need satisfaction | student satisfaction | 0.57 | 293 | — | — | 0.864 | IMI |
| Engagement | autonomy need satisfaction | 0.37 | 293 | — | — | 0.9 | — |
| instructional quality | engagement | 0.39 | 293 | — | — | 0.903 | — |
| prosocial behavior | autonomy need satisfaction | 0.39 | 293 | — | — | 0.896 | — |
| instructional quality | prosocial behavior | 0.40 | 293 | — | — | 0.903 | — |
| prosocial behavior | relatedness need satisfaction | 0.47 | 293 | — | — | 0.896 | — |
| engagement (emotional) | social media usage | 0.48 | 293 | — | — | 0.887 | — |
| prosocial behavior | self-efficacy | 0.49 | 293 | — | — | 0.896 | — |
| engagement (emotional) | engagement | 0.49 | 293 | — | — | 0.887 | — |
| social media usage | engagement | 0.50 | 293 | — | — | 0.917 | — |
| Engagement | relatedness need satisfaction | 0.50 | 293 | — | — | 0.9 | — |
| engagement (emotional) | prosocial behavior | 0.50 | 293 | — | — | 0.887 | — |
| Engagement | self-efficacy | 0.50 | 293 | — | — | 0.9 | — |
| Engagement | student satisfaction | 0.51 | 293 | — | — | 0.9 | — |
| social media usage | prosocial behavior | 0.51 | 293 | — | — | 0.917 | — |
| engagement (emotional) | self-efficacy | 0.53 | 293 | — | — | 0.887 | — |
| prosocial behavior | student satisfaction | 0.53 | 293 | — | — | 0.896 | — |
| self-efficacy | student satisfaction | 0.54 | 293 | — | — | 0.891 | — |
| social media usage | self-efficacy | 0.54 | 293 | — | — | 0.917 | — |
| social media usage | autonomy need satisfaction | 0.55 | 293 | — | — | 0.917 | — |
| instructional quality | self-efficacy | 0.56 | 293 | — | — | 0.903 | — |
| self-efficacy | relatedness need satisfaction | 0.57 | 293 | — | — | 0.891 | — |
| prosocial behavior | engagement | 0.57 | 293 | — | — | 0.896 | — |
| engagement (emotional) | student satisfaction | 0.58 | 293 | — | — | 0.887 | — |
| social media usage | relatedness need satisfaction | 0.60 | 293 | — | — | 0.917 | — |
| instructional quality | social media usage | 0.61 | 293 | — | — | 0.903 | — |
| instructional quality | autonomy need satisfaction | 0.63 | 293 | — | — | 0.903 | — |
| instructional quality | relatedness need satisfaction | 0.64 | 293 | — | — | 0.903 | — |
| engagement (emotional) | instructional quality | 0.64 | 293 | — | — | 0.887 | — |
| engagement (emotional) | relatedness need satisfaction | 0.65 | 293 | — | — | 0.887 | — |
| social media usage | student satisfaction | 0.69 | 293 | — | — | 0.917 | — |
| instructional quality | student satisfaction | 0.72 | 293 | — | — | 0.903 | — |
| engagement (emotional) | autonomy need satisfaction | 0.74 | 293 | — | — | 0.887 | — |