A Study On The Influencing Factors Of Self-regulated Learning Of Distance Learners In Adult Higher Education

Since the reform and opening-up,China ’s adult higher education has experienced more than forty years of development and has made great contributions to China’s transformation into a large human resource country under the modern education system.It is an important force for building a lifelong learning society.Distance education plays an important role in adult higher education,and is an important application of education informationization and "Internet Plus Education models".Distance teaching eliminates the restrictions of place,time and materials so that learners can control when,where and how to learn.One of its distinguishing characteristics is the learners’ autonomy in the learning environment.Therefore,self-regulated learning is a key factor in determining the quality of distance higher education.In this study,the adult e-learners from the College of Network Education of University A were taken as the subjects.Through the questionnaire survey,440 valid samples were obtained.The independent sample t test,analysis of variance,structural equation model,confirmatory factor analysis,correlation analysis,linear regression and intermediary effect test were used to analyze the sample data.This study has four research goals.(1)Describe the current situation of self-regulated learning of adult higher education distance learners and its six dimensions,and discuss their differences in demographics and social support.(2)Explore the relationship between the six dimensions of network self-regulated learning,and constructe a first-order confirmatory model and a second-order confirmatory model.(3)Construct a ternary structure equation model of influencing factors of self-regulated learning for distance learners in adult higher education.(4)Explore the effects of learning motivation,self-efficacy,achievement goal orientation,perceived teacher support,and satisfaction of teaching resources on self-regulated learning.The present study has the following conclusions:(1)There are significant differences in learners ’self-regulated learning levels due to differences in marriage and children,parents’ highest academic qualifications,current city type of residence and social support.(2)Online self-regulated learning can be measured by goal setting,environment creation,learning strategies,time management,seeking help,and self-assessment.(3)In the ternary model of self-regulated learning influencing factors in adult higher education distance learners,individual factors have a significant positive impact on self-regulated learning.Environmental factors do not directly affect self-regulated learning,but affect individual factors,and thus positively exert impact on self-regulated learning.(4)Self-efficacy,satisfaction of teaching resources,perceived teacher support,learning motivation,and achievement goal orientation have significant positive effects on the self-regulated learning of adult higher education distance learners,and the degree of influence is from large to small.(5)Cognitive driving forces play a major role in the impact of learning motivation on self-regulated learning;in the perceived teacher support’s impact on self-regulated learning,the most important role is emotional support;only the reflective level of the satisfaction of teaching resources has a significant impact on self-regulated learning.(6)Self-efficacy plays an intermediary role when perceived teacher support and satisfaction of teaching resources affect self-regulated learning.This study provides suggestions for the learning behavior of adult higher education distance learners,teacher intervention,and the support of online teaching platforms,and provides a reference for the improvement of self-regulated learning levels and the optimization of learning behaviors of adult distance learners.