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Compeau, D., Higgins, C. A., & Huff, S. (1999). Social cognitive theory and individual reactions to computing technology: a longitudinal study. MIS Quarterly, 23(2), 145–158. Bei der extrinsischen Motivation spielen Anreize, die von außen wirken eine wichtige Rolle. So spielst Du zum Beispiel Fussball um attraktiver oder fitter auf andere Menschen zu wirken. Oder Du strengst Dich an, damit der Trainer Dich am Wochenende aufgestellt, weil er nur mit Dir das beste Ergebnis erzielt. Roca, J. C., & Gagné, M. (2008). Understanding e‑learning continuance intention in the workplace: a self-determination theory perspective. Computers in Human Behavior, 24(4), 1585–1604. https://doi.org/10.1016/j.chb.2007.06.001. Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1–2), 139–161. Students’ perceived level of autonomy when they utilize online learning is positively associated with their perceived level of enjoyment. 3.2 Perceived competence

Engels, R. C., Wiers, R., Lemmers, L., & Overbeek, G. J. (2005). Drinking motives, alcohol expectancies, self-efficacy, and drinking patterns. Drug Education, 35(2), 147–180. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. Online learning refers to one type of educational instruction with various online technologies, either completely asynchronous or partly synchronous learning, and with no appointed face-to-face time and location (Broadbent 2017). Self-regulating means controlling a process or activity by the individual who is involved in it, and this control includes a series of individual’s cognitive activities and behaviors, i.e., observing, mastering and regulating (Garcia and Pintrich 1994). In autonomous online environments, it is up to students to decide when, where and how to learn; thus, students are responsible for their own learning (Wang et al. 2013), and self-regulation of learning becomes more important in an online context than in a traditional context (King et al. 2000; Wijekumar et al. 2006). Students’ perceived level of online self-regulated learning relatedness is positively associated with their perceived level of enjoyment. 3.4 Perceived usefulness