Self-Regulation Latent Profiles in Online Learning: Relationships With Academic Performance

• In Event: Fostering Persistence and Self-Regulatory Processes in Online Courses

Abstract

This research examined the factors and latent profiles of online learning self-regulation. College students (N=177) at a southeastern U.S. university responded to the Online Self-Regulated Learning Questionnaire (Barnard, Lan, To, Paton, Lai, 2009). Exploratory structural equation modeling yielded four self-regulation factors measuring goal setting, environment management, peer help-seeking, and task strategies. Latent profile analysis with predicted grades as covariate and course grades as distal outcome yielded four latent profiles: Average Self-Regulation (ASR, n=92), Below Average Self-Regulation” (BASR, n=32), Above Average Self-Regulation” (AASR, n=30), and Low Peer Help Seeking (LPHS, n=23). In reference to AASR, the predicted grade had a significant relationship with LPHS. In reference to LPHS, the other latent profiles had significantly lower course grades.

Authors

• Diana L. Mindrila, University of West Georgia

• Li Cao, University of West Georgia