Self-Regulated Learning and Academic Performance in Online and Blended Learning Environments: A Meta-Analysis

• In Event: Self-Regulated Learning Interventions Within Schools and Other Contexts

Abstract

The present meta-analysis thoroughly analyzed the relationship between different SRL strategies and academic performance in online and blended learning environment in a total of 24 articles. The comparison was conducted at two different levels: 11 specific SRL strategies and four categories of SRL strategies. We found that at both the theoretical and operational level, meta-cognitive and resource management appear to be most important categories of SRL strategies predicting academic performance. In addition, three more specific SRL strategies, general SRL strategies and two cognitive strategies (elaboration and organization), were also predictive to academic performance. Our conclusions are robust to the inclusion of traditional face-to-face teaching, whether or not in STEM, types of articles, and measures of SRL and academic performance.

Authors

• Yingying Zhao, Texas A&M University

• Yixun Li, The Education University of Hong Kong

• Zhihong Xu, Texas A&M University

• Bingsheng Zhang, STATA