A Meta-Analysis of the Relationship between Self-Regulated Learning Strategies and Online Academic Performance in Higher Education

• In Event: SICET and TED: Design Considerations Learning, K-16

Short Description

We conducted a meta-analysis to explore how adult learners' use of self-regulated learning (SRL) strategies relates to their academic performance in online and MOOC courses, and what moderates this relationship. Our results suggest a modest positive correlation between SRL strategies and online academic performance (r=.21), with metacognitive, behavioral, and environmental strategies showing small positive correlations (r=.07, r=.23, r=.14, respectively). Three conditions were found to moderate this correlation: participant characteristics, SRL measurement, and academic performance measurement.

Authors

• Contributor: Zui Cheng, Shenzhen University

• Contributor: zhuo zhang, Purdue University

• Contributor: Qian Xu, Purdue University

• Contributor: Yukiko Maeda, Purdue University

• Contributor: Peidi Gu, Beijing Normal University