Although Roca and Gagné (2008) utilized the same general work context instrument as Sørebø et al., they found that perceived relatedness significantly influenced students' extrinsic and intrinsic e-learning motivation. This contrasts with findings for teachers, where perceived relatedness does not appear to influence e-learning continuance motivation, highlighting the need for further research to explain why the need to feel connected and supported by others affects students but not teachers in e-learning contexts.