This research endeavors to investigate the factors that influence satisfaction with online learning among secondary students in hybrid or blended environments in the United States. With a focus on social-emotional learning and digital citizenship, the study begins the exploration and the impact of teacher interactions, teaching presence, self-management of learning, and academic self-efficacy on students' satisfaction with learning online and how this satisfaction can impact their future readiness to use technology effectively. The study involved a sample of 320 secondary students and a supplemental survey of 32 teachers who completed online surveys that took no longer than 10 minutes to complete over a 4-week period. Results indicate that academic self-efficacy, self-management of learning, interactions between students and instructors, and teaching presence are positively associated with students' satisfaction with online learning. Additionally, satisfaction with online learning was found to predict both students' intention to continue using to use technology and their future readiness. These findings have significant implications for educators as they provide insight into effective strategies to enhance student satisfaction while learning online and contribute to the understanding of the complex relationship between satisfaction and intention to use online learning activities among secondary students in hybrid or blended environments, particularly in the context of social-emotional learning and digital citizenship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]