The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: The Role of Self-Regulated Learning and Academic Entitlement
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| Title: | The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: The Role of Self-Regulated Learning and Academic Entitlement |
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| Language: | English |
| Authors: | Dai, Yan (ORCID |
| Source: | International Journal of Psychology and Educational Studies. 2021 8(3):116-127. |
| Availability: | International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Online Courses, COVID-19, Pandemics, Academic Achievement, Expectation, Self Management, Self Efficacy, Metacognition, Gender Differences, Prior Learning, Goal Orientation, Questionnaires, Learning Strategies, Undergraduate Students, Foreign Countries, Predictor Variables |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| ISSN: | 2148-9378 |
| Abstract: | In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students' self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students' online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1308522 |
| Database: | ERIC |
| Abstract: | In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students' self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students' online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before. |
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| ISSN: | 2148-9378 |
