Dataset Information

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis.

ABSTRACT:

Objectives

Under the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches.

Methods

A sample of 428 Chinese junior high school students (47.66% female) completed questionnaires on self-regulated learning, perceived academic control, and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro.

Results

Three profiles of self-regulated learning were identified and named as low self-regulated learning (16.12%), medium self-regulated learning (43.23%), and high self-regulated learning (40.65%). In the mediating analysis, results of the variable-centered approach showed that perceived academic control mediated the effects of self-regulated learning on learning engagement. For the person-centered approach, we selected the low self-regulated learning type as the reference profile, and the analysis revealed that compared with the reference profile, perceived academic control partially mediated the link between the medium self-regulated learning profile and learning engagement; perceived academic control partially mediated the relationship between the high self-regulated learning profile and learning engagement.

Conclusion

This study showed the heterogeneity in the online mathematics self-regulated learning patterns of Chinese junior high school students during the COVID-19 pandemic, revealing the internal mechanisms of Chinese junior high school students' online mathematics learning engagement using variable-and person-centered approaches. Furthermore, the findings of the study have important implications for promoting online mathematics learning engagement among junior high students during the pandemic.

SUBMITTER: Dai W

PROVIDER: S-EPMC9670138 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Publications

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis.

Dai Wenwu W Li Zhaolan Z Jia Ning N

Frontiers in psychology 20221103

<h4>Objectives</h4>Under the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches.<h4>Met ...[more]

PMID: 36405136

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Project description:IntroductionDespite the return of college students to campus in the post-pandemic era, the deep influence of COVID-19 on learning approaches persists. Existing research has explored fewer mechanisms underlying academic self-efficacy and learning engagement. In line with social cognitive theory, the psychological resilience framework, and vocational socialization theory, this research investigated academic self-efficacy, professional commitment, psychological resilience, and academic engagement among college students in the post-pandemic era. In this research, the focus was on understanding the impact of academic self-efficacy on learning engagement, taking into account gender as a moderator and psychological resilience and professional commitment as mediators.MethodsWe conducted a survey with 1,032 college students in Henan Province, China, utilizing the Psychological Resilience Scale, Academic Self-Efficacy Scale, College Student Learning Engagement Questionnaire, and College Student Professional Commitment Scale. SPSS and the Process plugin were used to assess mediating and moderating effects.ResultsAcademic self-efficacy significantly and positively correlates with college students' commitment to learning. The positive anticipation of learning engagement facilitated by academic self-efficacy exerts its effect through the fully parallel mediation of psychological resilience and professional commitment. Notably, the mediation effect of professional commitment was greater than that of psychological resilience. Further research found that the mediation of professional commitment was moderated by gender, with female students demonstrating stronger perceptions of professional commitment associated with elevated levels of learning engagement. Gender did not exhibit a significant moderating effect on psychological resilience.ConclusionCollege students' academic self-efficacy, professional commitment, and psychological resilience must be addressed to enhance their learning engagement.

Project description:The COVID-19 pandemic caused unprecedented changes to educational institutions, forcing their closure and a subsequent shift to online education to cater to student learning requirements. However, successful online learning depends on several factors and may also vary between countries. As such, this cross-sectional study sought to investigate how engagement of university students, a major driver of online learning, was influenced by course content, online interaction, student acceptance, and satisfaction with online learning, as well as self-efficacy across nine countries (China, India, Iran, Italy, Malaysia, Portugal, Serbia, Turkey, and the United Arab Emirates) during the COVID-19 pandemic. Using a questionnaire-based approach, data collected from 6,489 university students showed that student engagement was strongly linked to perception of the quality of the course content and online interactions (p < .001). The current study also indicated that online interactions are a major determinant of academic efficacy but only if mediated by engagement within the online learning context. A negative correlation between student engagement and satisfaction with online learning was found, demonstrating the importance of students being engaged behaviorally, emotionally, and cognitively to feel satisfied with learning. Academic efficacy and student satisfaction were explained by course content, online interaction, and online learning acceptance, being mediated by student engagement. Student satisfaction and, to a lesser degree academic efficacy, were also associated with online learning acceptance. Overall, the structural equation model was a good fit for the data collected from all nine countries (CFI = .947, TLI = .943; RMSEA = .068; SRMR = .048), despite differences in the percentage variations explained by each factor (no invariance), likely due to differences in levels of technology use, learning management systems, and the preparedness of teachers to migrate to full online instruction. Despite limitations, the results of this study highlight the most important factors affecting online learning, providing insight into potential approaches for improving student experiences in online learning environments.

Dataset Information

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis.

Objectives

Methods

Results

Conclusion

Publications

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis.

Similar Datasets

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