For some students, online learning, particularly as it relates to the COVID-19 pandemic, can have negative implications for self-efficacy, fatigue, and burnout. One way to combat these negative outcomes is for institutions to support students’ basic psychological needs (BPNs) of autonomy, relatedness, and competence. However, online learning may also frustrate students’ BPNs, particularly if they have a learning disability (LD). The purpose of the current study was to investigate the satisfaction and frustration of BPNs in relation to self-efficacy, fatigue, and burnout for students with and without LD. We surveyed postsecondary students about their courses online and examined differences between students with LD and their typical peers. We also examined BPN satisfaction and frustration as predictors of self-efficacy, fatigue, and burnout. Recommendations are provided from a universal design for learning perspective. Moreover, limitations and future research directions are discussed.

中文翻译：

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学习障碍学生及其典型同龄人的在线学习：基本心理需求与结果之间的关联

对于一些学生来说，在线学习，尤其是与 COVID-19 大流行有关的学习，可能会对自我效能、疲劳和倦怠产生负面影响。对抗这些负面结果的一种方法是让机构支持学生的自主性、相关性和能力的基本心理需求 (BPN)。但是，在线学习也可能使学生的 BPN 受挫，特别是如果他们有学习障碍 (LD)。本研究的目的是调查 BPN 对患有和不患有 LD 的学生的自我效能、疲劳和倦怠的满意度和挫败感。我们对中学后学生的在线课程进行了调查，并检查了患有 LD 的学生与其典型同龄人之间的差异。我们还检查了 BPN 满意度和挫败感作为自我效能、疲劳和倦怠的预测因素。从通用设计的学习角度提供建议。此外，还讨论了局限性和未来的研究方向。