Impacts of Teacher and Parent Support on Students' Online Self-Regulated Learning During the COVID-19 Pandemic

• In Event: Recognizing the Impact of COVID-19 Across a Range of Online Instructional Contexts

Abstract

This study examined Hong Kong secondary school EFL/ESL learners’ online self-regulated learning (SRL) during the COVID-19 pandemic school closures. It examined simultaneously teacher and parent support as two main sources of external influences, and technology self-efficacy and perceived usefulness as mediating personal variables, and examined how these variables affect students’ SRL, satisfaction and learning achievements. The results indicated a positive role of online SRL in EFL/ESL learners’ achievement and satisfaction. However, much more students maintained that the quality of traditional classroom learning was better than that of online learning. Teacher and parent support had positive impacts on SRL through the mediation of technology self-efficacy and perceived usefulness. Parent support was a predominant predictor of students’ online SRL during the pandemic.

Authors

• Jing Wang, Zhejiang University
  Presenting Author

• Barry Bai, Chinese University of Hong Kong
  Presenting Author

• Wenjuan Guo, Shanghai Jiao Tong University
  Presenting Author

• Bin Shen, Fuzhou University
  Presenting Author