The shift for online learning, accelerated during the COVID-19 pandemic, has highlighted the importance of self-regulated learning skills and the challenges many students face while practicing online learning. Could social robots help by serving as motivating learning companions in online learning settings? In this study, we explore the perceived potential of motivating learning companion robots designed based on Self-Determination Theory. One hundred and eighty-five participants watched one of five videos displaying a simulated student-robot interaction and rated their perceptions of the intrinsic motivation of the student in the videos and the type of support provided by the social robot. Overall, the motivating learning companion affected the perceived sense of relatedness and perceived level of anxiety of the student in the video, as well as the social robot's perceived support. Differences between the conditions are discussed.