Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades

International Review of Research in Open and Distributed Learning

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