ArticleFrontiers in psychology2022
The impact of self-regulated learning strategies on academic performance for online learning during COVID-19.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Unlocking the potential of artificial intelligence in improving learning achievement in blended learning: a meta-analysis.Frontiers in psychology · 2025Pooled it
- Ecological continuity in sustainable higher education under SDG 4.7: a process model of participation competence.Frontiers in psychology · 2026Article
- Article
- Investigating the impact of metacognitive regulation on students' academic performance: a quantitative study of Chinese distance learners.Frontiers in psychology · 2026Article
- Bullying and cyberbullying is associated with low levels of cognitive and metacognitive learning strategies in young people.Frontiers in psychology · 2025Article
- Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model.Frontiers in psychology · 2024Article
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Authors and funding
4 authors.
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Abstract
The COVID-19 pandemic led higher education institutions to transition to online learning. The present study was designed to investigate students' self-regulated learning strategies on academic performance in online learning. We analyzed the differences in college students' self-regulated learning (SRL) strategies according to their grade point average (GPA). The study included 1,163 students at a distance education university in China. Two online questionnaires were used to determine online SRL strategies. GPA scores were obtained from the university exam database to determine academic performance. The analysis showed that there are great differences between different self-regulated strategies and between different students when accepting the online learning. The analysis also showed that self-evaluation, metacognitive self-regulation, and effort regulation were positive predictors of academic progress, besides, self-evaluation and effort regulation had mutual influence effect on the improvement of GPA in online learning. These data will help teachers, education policymakers, and education administrators adopt and implement online learning services to improve students' academic performance.
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