In agentic AI-supported online learning, perceived autonomy, competence, and relatedness are each positively associated with learning motivation¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2026 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Perceived autonomy (β = 0.504), perceived competence (β = 0.425), and perceived relatedness (β = 0.189) each had a positive relationship with learning motivation in the PLS-SEM model. → Dhanya Pramod and Kanchan Pranay Patil 2026

Evidence¶

Dhanya Pramod and Kanchan Pranay Patil 2026¶

Dhanya Pramod and Kanchan Pranay Patil. (2026). Agentic AI in educational environments and its association with social and motivational pathways to learning performance. Discover Education. https://doi.org/10.1007/s44217-026-02168-4

q2 · i? · associational · r?

Cross-sectional perception-based survey of 398 business-school students in India analyzed with PLS-SEM; the study reports that "perceived relatedness (β = 0.189, 95% CI: 0.109–0.272) had a positive relationship with learning motivation" alongside the autonomy and competence paths.

"Perceived autonomy (β = 0.504, 95% CI: 0.442–0.560), perceived competence (β = 0.425, 95% CI: 0.358–0.491), and perceived relatedness (β = 0.189, 95% CI: 0.109–0.272) had a positive relationship with learning motivation."

Discussion¶

Learner Variables¶

• Belonging — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Basic psychological need satisfaction is strongly associated with learning engagement among medical undergraduates — the general claim this finding bears on, with the studies behind it
• Learner engagement is positively associated with perceived learner performance in agentic AI-supported online learning — related
• Learning motivation and perceived social presence are both positively associated with learner engagement in agentic AI-supported online learning — related
• Interactivity, information sharing, and collaborative environment are each positively associated with perceived social presence in agentic AI-supported online learning — related
• Engineering students perceive AI chatbot benefits as strongest for relief from competence frustration, moderate for autonomy, and weakest for relatedness — related
• Baseline motivational states shape perceived AI benefits more than demographics, with female-coded gender the only significant demographic effect (lower perceived competence relief) — related
• Perceived autonomy positively predicts both autonomy support for AI use and autonomous motivation for AI use — related
• Perceived competence predicts autonomous motivation for AI use but not autonomy support for AI use — related
• Perceived Competence, Intrinsic Motivation, and Psychological Safety each significantly positively predict Deep Revision Engagement — related
• Competence is the strongest independent psychological predictor of AI literacy performance, followed by autonomy; relatedness has no significant independent effect — related
• Instructional approach operates indirectly through autonomy and competence, while task type operates primarily through autonomy — related
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor — a narrower finding that bears on this claim
• Autonomy shows a strong content signal: 53 of 64 outcomes satisfy the a priori autonomy rule, with exceptions for self-efficacy (competence) and collegial support (relatedness) — related
• Students with higher baseline relatedness satisfaction perceive less additional relatedness support from AI chatbot use — related
• School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction — related
• Positive teacher-student relationships fulfill relatedness needs and support internalization of learning — related