Profiles of need frustration in online learning: the links to motivation and attentional control

Previous studies indicated that online learning environments present motivational challenges that may frustrate students’ basic psychological needs for autonomy, competence, and relatedness. Grounded in Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), this study aimed to identify distinct need frustration profiles among e-learners and to examine how motivation-related factors (task value, self-efficacy, goal orientation, self-directed learning, collaborative learning) and attentional control predict profile membership. A sample of 541 adult (Mage = 26.37, SD = 8.61) e-learners completed a survey which consisted of Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS), Motivated Self-Directed Learning and Collaborative Learning Questionnaire (MSDLCL), and Attentional Control Scale. Latent profile analysis (LPA) based on the three (autonomy, competence, relatedness) need frustration indicators identified two profiles: a High Need Frustration profile (≈44%) and a Low Need Frustration profile (≈56%). Logistic regression analysis showed that learners with higher extrinsic goal orientation and attentional control were significantly more likely to belong to the high-frustration profile, whereas task value, self-efficacy, and self-directed or collaborative learning tendencies did not significantly predict profile membership.