- The direct path from learning climate to competence was not significant (supports the hypothesis)
- The path from learning climate to autonomy to competence was significant (but the path from learning climate to relatedness to competence was not)
- Autonomy and relatedness only related to SDI through the indirect pathway of perceived competence 

University of Michigan - Ann Arbor

- Used SEM to analyze the data 
- Supported the hypothesized model and concludes that SDT is effective in online environments

SDT on learning outcomes in online learning environments study results

Hsu, H. C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159-2174.

- “Perceived a high level of learning gains”-mean=3.43 & SD=1.01
- “Relatively autonomy-supportive learning climate”-mean=4.96 & SD=1.40
- "Self determined index: mean= 2.06 & SD=11.25 which indicates somewhat self-determined motivation"
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- “Moderate-to-high levels of external regulation, perceived knowledge transfer, integration, identification, competence, autonomy, and relatedness”
- External regulation-mean=4.99 & SD=1.46
- Perceived knowledge transfer-mean=4.66 & SD=1.5
- integration-mean=4.57 & SD=1.41
- identification-mean=4.3 & SD=1.63 
- Competence-mean=4.3 & SD=0.98
- Autonomy-mean=4.21 & SD=0.95
- relatedness-mean=4.19 & SD=0.89
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- “Low levels of intrinsic motivation, introjection, and amotivation”
-Intrinsic motivation-mean=3.58 & SD=1.69
- introjection-mean=3.03 & SD=1.61
- amotivation-mean=3.04 & SD=1.51

SDT on learning outcomes in online learning environments study bivariate statistics

- Bivariate correlations-Self-determined motivations were positively correlated with each other and the other three non self-determined motivations were positively correlated with each other 
- Bivariate correlations-Generally, self-determined motivations were negatively correlated with non self-determined motivation
- Pearson correlation coefficients-”there were moderate to strong positive correlations among learning climate, autonomy, competence, relatedness, SDI (Self-determined Index), PKTS (perceived knowledge transfer), and SALG (student assessment of learning gains) (ranging from .36 to .74)
- Pearson correlation coefficients-course grade was significantly correlated (with a small effect size) with all of the variables except for SDI


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