RESEARCH GAPS

A. Applying the self-determination theory (SDT) to explain student engagement in online

learning during the covid-19 pandemic
B.

DEFICIENCIES IN THE RESEARCH

According Christenson et al.,(2012), through the effective participation in
educational for beneficial activities, as well as their dedication to learn and to achieve
their goals. Also, Sinatra et al., (2015) explore and work towards resolving conceptual
and instrumentation problems related to participation, with a focus on engagement in
science learning. The authors define the various dimensions of engagement (behavioral,
cognitive, emotional, and agentic) and then propose a complementary approach that
places engagement instrumentation on a framework. This study examined how the
three perceived psychological needs in SDT influenced student participation in online
learning.

In this research had two goals: (i) to investigate the effects of autonomy,
competence, and relatedness on student participation in online learning through digital
support within the context of SDT as a distinct entity from classroom support, to satisfy
the needs of autonomy, competence, and relatedness, which results in students being
behaviorally, cognitively, and genetically engaged in online learning.; and (ii) to use
these findings to propose online learning teaching strategies.

Therefore, we, the researcher, conducted this study to determine the primary
source of academic stress and pressure and perhaps to assess the different ways in
which these students in the Polytechnic University of the Philippines-Taguig Branch
cope in the new normal form of learning. This study examines the various methods that
students can employ or implement in order to mitigate the academic difficulties
brought on by the pandemic in online classes. The main goal of this study is to raise
awareness of the importance of not having various academic stressors (depression,
peer pressure, anxiety, and so on) and to include some strategies for dealing with these
stressors when coping with the new normal learning system.
REFERENCE
A. Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on
student engagement. Springer Science. https://books.google.com.ph/books?
hl=en&lr=&id=7LSxRvDF-RgC&oi=fnd&pg=PR5&ots=3NcsTx6ZIr&sig=aQBDlc-
D5xC7YH1HkWKqaaUaR3A&redir_esc=y#v=onepage&q&f=false

Hurst CS, Baranik LE, Daniel F. College student stressors: a review of the qualitative research.
Work Stress. 2013; 29:275–85. https://onlinelibrary.wiley.com/doi/abs/10.1002/smi.2465

Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and

measuring student engagement in science. Educational Psychologist, 50(1), 1–13.
https://doi.org/10.1080/00461520.2014.1002924