Latent Profiles of Online Self-Regulated Learning and Goal Orientations: Relationships With Academic Achievement

• In Event: Motivation to Learn in Online Environments

Abstract

This study examined the relationships between online self-regulated learning (OSRL) and goal orientation (OGO) latent profiles. Online college students (N=1260) took the Achievement Goals Questionnaire and the Online Self-Regulated Learning Questionnaire. After the CFA to estimate OGO and OSRL factors, the confirmatory latent profile analysis with two categorical latent variables yielded three OGO profiles (Below-Average OGO– High Work-Avoidance, n=526; Above-Average OGO, n=383; Below-Average OGO High Mastery-Approach, n=317), and four OSRL profiles (Average Self-Regulation, n=576; Above-Average – Low Peer Help-Seeking, n=301, Below-Average Self-regulation, n=289; Above-Average Self-Regulation, n=96). Results show significant associations between OGO and OSRL latent profile memberships and differences in GPA, predicted grades, and demographics across OGO-OSRL subgroups. Our findings have implications for addressing individual differences in researching and promoting SRL.

Authors

• Li Cao, University of West Georgia

• Diana L. Mindrila, University of West Georgia