The impact of self-regulated learning strategies on academic performance for online learning during COVID-19

Frontiers in Psychology

article

Ling Xu¹  Peng Duan³  Shirley A. Padua²  Chengyou Li³ 

[1] School of Business, Liaocheng University;School of Education, The Philippine Women's University;School of Computer Science, Liaocheng University

关键词: Self-regulated learning strategies;    Online Learning;    metacognition;    academic performance;    college students;   

DOI  :  10.3389/fpsyg.2022.1047680

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The COVID-19 pandemic led higher education institutions to transition to online learning. The present study was designed to investigate students’ self-regulated learning strategies on academic performance in online learning. We analyzed the differences in college students’ self-regulated learning (SRL) strategies according to their grade point average (GPA). The study included 1163 students at a distance education university in China. Two online questionnaires were used to determine online SRL strategies. GPA scores were obtained from the university exam database to determine academic performance. The analysis showed that there are great differences between different self-regulated strategies and between different students when accepting the online learning. The analysis also showed that self-evaluation, metacognitive self-regulation, and effort regulation were positive predictors of academic progress, besides, self-evaluation and effort regulation had mutual influence effect on the improvement of GPA in online learning. These data will help teachers, education policymakers, and education administrators adopt and implement online learning services to improve students’ academic performance.

【 授权许可】

CC BY