This study investigates the relationship between self-determination theory (SDT), affective learning engagement, educational social media (SM) use, student satisfaction, and learning performance. Data from 293 university students at King Saud University were collected using a questionnaire and analyzed using partial least squares structural equation modeling (PLS-SEM). Results indicate positive correlations between academic success, satisfaction, active learning, and educational SM use. Perceived competence, autonomy, relatedness, information sharing, and collaborative learning environments significantly influence affective learning engagement and educational SM use. The study confirms SDT's suitability for fostering these feelings to enhance affective learning, satisfaction, and achievement in higher education.

Uthman Alturki, Ahmed Aldraiweesh