Self-Regulated Learning Strategies and Online Academic Performance in Higher Education: A Meta-Analysis

• In Event: Self-Regulation Across Contexts

Abstract

With the rapid development of online education in the last decade especially after the breakout of COVID-19 pandemic, we conducted a meta-analysis to understand the relationship between adult learners’ use of SRL strategies and their academic performance in online courses and MOOC courses and the conditions that moderate the strength of the correlations. The results revealed (a) a small positive correlation between overall SRL strategy and online academic performance (r = .21); (b) small positive correlations between metacognitive, behavioral, environmental SRL strategies, and online academic performance (r = .07; r = .23; r = .14, respectively); (c) three conditions that moderate the correlation between overall SRL strategy and online academic performance (i.e., participant, SRL measurement, and academic performance measurement).

Authors

• Zui Cheng, Shenzhen University
  Presenting Author

• Qian Xu, Purdue University
  Presenting Author

• Zhuo Zhang, Purdue University
  Presenting Author

• Yukiko Maeda, Purdue University
  Presenting Author