A Meta-Analysis Addressing the Relationship between Self-Regulated Learning Strategies and Academic Performance in Online Higher Education

Autor/inn/en	Zui Cheng; Zhuo Zhang; Qian Xu; Yukiko Maeda; Peidi Gu
Titel	A Meta-Analysis Addressing the Relationship between Self-Regulated Learning Strategies and Academic Performance in Online Higher Education
Quelle	In: Journal of Computing in Higher Education, 37 (2025) 1, S. 195-224Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Zhuo Zhang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-023-09390-1
Schlagwörter	Meta Analysis; Independent Study; Learning Strategies; Academic Achievement; Online Courses; Electronic Learning; Higher Education; College Students; Correlation; Metacognition + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Research on academic performance in online education proliferated in the last decade; however, our current understanding of the relationship between self-regulated learning and academic performance in online learning environments remains scattered. This meta-analysis provides a holistic view of the relationship between learners' use of self-regulated learning strategies and their online academic performance in higher education. We investigated the conditions that moderate the strength of the correlations. Results revealed (1) a small positive correlation between overall self-regulated learning strategy and online academic performance (r = 0.21); (2) small positive correlations between online academic performance and metacognitive, behavioral, and environmental self-regulated learning strategies (r = 0.07; r = 0.23; r = 0.14, respectively); and (3) three conditions that moderate the correlation between self-regulated learning strategy and online academic performance (i.e., participant, self-regulated learning measurement, and academic performance measurement). Taken together, this updated holistic review will deepen our understanding of the relationship between SRL and online academic performance, enhancing teaching and learning practices in online education. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08