{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T06:08:20Z","timestamp":1788761300269,"version":"build-2803163510"},"reference-count":96,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T00:00:00Z","timestamp":1788739200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>While Self-Determination Theory (SDT) establishes the importance of autonomy, competence, and relatedness for motivation, less is known about how these needs are specifically fueled within digital learning ecosystems. Prior research often examines learning resources, support systems, and delivery modes (virtual vs. traditional) in isolation. This study addresses this gap by positing engagement as the critical mediator that explains how these combined structural and support factors fulfill psychological needs and, in turn, enhance motivation. The novel integrated model tested here uniquely combines SDT with a learning engagement framework to reveal the precise pathways through which educational environments drive motivational outcomes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using a quantitative approach, data were collected from students and analyzed through Structural Equation Modeling (SEM) via Smart-PLS.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The findings indicate significant direct effects, with diverse learning resources (H1:\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = \u22120.453,\n                      <jats:italic>t<\/jats:italic>\n                      = 5.624,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.000) and support systems (H2:\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = 0.263,\n                      <jats:italic>t<\/jats:italic>\n                      = 2.883,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.004) directly influencing engagement. Mediation analysis revealed complementary and competitive partial mediation effects, such as support systems enhancing motivation through engagement (H2:\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = 0.413,\n                      <jats:italic>t<\/jats:italic>\n                      = 6.066,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.000) and diverse learning resources exhibiting competitive partial mediation (H1:\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = \u22120.512,\n                      <jats:italic>t<\/jats:italic>\n                      = 7.452,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.000). Conversely, learning mode showed no significant mediation effect (H3:\n                      <jats:italic>\u03b2<\/jats:italic>\n                      = \u22120.025,\n                      <jats:italic>t<\/jats:italic>\n                      = 0.554,\n                      <jats:italic>p<\/jats:italic>\n                      = 0.580).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>These findings reinforce SDT\u2019s premise that intrinsic and extrinsic factors shape student motivation, providing theoretical insights into motivation-driven learning. Practically, the study suggests enhancing support systems and engagement strategies in educational settings. The study contributes to educational psychology by extending SDT into digital and traditional learning contexts, with implications for curriculum design and policy development.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1705007","type":"journal-article","created":{"date-parts":[[2026,9,7]],"date-time":"2026-09-07T05:34:01Z","timestamp":1788759241000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Impact of diverse learning resources and support system on Chinese English language learners\u2019 motivation in virtual and traditional learning settings"],"prefix":"10.3389","volume":"17","author":[{"given":"Shiqi","family":"Xie","sequence":"first","affiliation":[{"name":"School of Foreign Languages, Zhengzhou College of Finance and Economics","place":["Zhengzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ahmad","family":"Albattat","sequence":"additional","affiliation":[{"name":"School of Global Hospitality and Tourism, Asia Pacific University of Technology & Innovation","place":["Federal Territory of Kuala Lumpur, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"1","DOI":"10.62997\/psi.2025a-41028","article-title":"Exploring the impact of English language proficiency on business communication effectiveness: a comprehensive research analysis","volume":"4","author":"Abro","year":"2025","journal-title":"ProScholar Insights"},{"key":"ref2","doi-asserted-by":"publisher","first-page":"2363157","DOI":"10.1080\/2331186X.2024.2363157","article-title":"Framework of self-regulated cognitive engagement (FSRCE) for sustainable pedagogy: a model that integrates SRL and cognitive engagement for holistic development of students","volume":"11","author":"Alam","year":"2024","journal-title":"Cogent Educ."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/09571736.2025.2485942","article-title":"Metamotivational beliefs about task rewards: attitudes, perceived effects, and reported prevalence","volume":"1","author":"Al-Hoorie","year":"2025","journal-title":"Lang. 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