An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Online High School Graduates

Autor/inn/en	Price, Jenifer; Luo, Tian; Bol, Linda; Watson, Ginger
Titel	An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Online High School Graduates
Quelle	In: International Journal on E-Learning, 20 (2021) 4, S.459-487 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Self Management; Learning Strategies; Academic Achievement; Satisfaction; High School Graduates; Virtual Schools; Predictor Variables; Metacognition; Student Attitudes + Suchen Sie Ihr Suchwort? Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Zufriedenheit; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Prädiktor; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten
Abstract	Self-regulation has become increasingly crucial for learners' success in online learning environments. This study explored the relationship across performance (e.g., higher and lower) and satisfaction (e.g., satisfied and dissatisfied) levels to help identify which self-regulated learning (SRL) skills were most critical for 102 recent graduates of online high schools. A mixed-methods design was employed to determine use of SRL strategies and to better understand participant experiences while learning online. Responses to surveys, open-ended questions, and ten follow-up interviews were compared and contrasted to assess the level of corroboration between quantitative and qualitative data. There were three main findings in this study. First, the relationship between SRL and academic performance was not statistically significant. Second, the ER (effort-regulation) means were higher in both academic performance groups, but not statistically significant. Third, there was a strong positive and statistically significant relationship between SRL and satisfaction. Future areas of research were suggested and insights were offered. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01