International Review of Research in Open and Distributed Learning | |
Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades | |
article | |
Diana Mindrila1  Li Cao1  | |
[1] University of West Georgia | |
关键词: online self-regulated learning; latent profile analysis; person-centered approach; variable-centered approach; higher education; | |
DOI : 10.19173/irrodl.v23i2.5946 | |
学科分类:社会科学、人文和艺术(综合) | |
来源: Athabasca University Press | |
【 摘 要 】
This study used a combined person- and variable-centered approach to identify self-regulated online learning latent profiles and examine their relationships with the predicted and earned course grades. College students (N=177) at a Southeastern U.S. university responded to the Online Self-Regulated Learning Questionnaire. Exploratory structural equation modeling revealed four self-regulation factors: goal setting, environment management, peer help-seeking, and task strategies. Latent profile analysis yielded four latent profiles: Below Average Self-Regulation (BASR), Average Self-Regulation (ASR), Above Average Self-Regulation (AASR), and Low Peer Help-Seeking (LPHS). Compared with the AASR group, when students anticipated obtaining a higher course grade, they were less likely to engage in peer help-seeking and task strategies and more likely to adopt the LPHS self-regulation profile. Relating to LPHS, membership to all other groups predicted significantly lower course grades. AASR and LPHS predicted their performance most accurately, with non-significant differences between the predicted and the final course grades.
【 授权许可】
CC BY
【 预 览 】
Files | Size | Format | View |
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RO202303290003656ZK.pdf | 844KB | download |