The Empirical Research On The Self-regulation Of College Students Online Learning From Epistemological Belief Perspective

In recent years,the relationship between the Internet and education is getting closer and closer,and online learning has gained a vigorous development,which has been popularized to a higher degree among college students.Among college students,there are three types of online learning: formal,non-formal and informal.Compared with traditional learning,online learning is less controllable and the learning effect of learners is difficult to reflect.Self-regulation can reflect the three types of online learning to a certain extent,so it is necessary to study the self-regulation of online learning of college students and its influencing factors.Through literature review,this study hypothesized that epistemological belief and achievement goal orientation are the influencing factors of self-regulation.After that,educational measurement and statistical analysis were used to verify the hypothesis.In terms of measurement tools,epistemological belief scale was compiled,and the achievement goal orientation scale and self-regulation scale were continued to use.In the preliminary test,the measuring tool showed good reliability and validity.In the formal measurement work,three online learning scenarios were limited,and questionnaires were distributed to eight universities in kunming,and a total of 1853 questionnaires were finally received.AMOS was used to fit the research model,the variable of performance goal was deleted,the mediating effect test was carried out on the mastery goal,and the three online learning models were compared in multiple groups.Then SPSS software was used to test the population difference of each measurement index.(1)In the three kinds of online learning,the more positive the epistemological belief of college students is,the higher the mastery goal level is.(2)In the three kinds of online learning,the higher the learner's mastery goal level is,the higher the level of self-regulation in the three dimensions is.(3)In the context of formal online learning,mastery goal has a masking effect in the relationship between epistemological belief,time management and task strategies,and a complete mediating effect in the relationship between epistemological belief and goal setting.In the context of non-formal online learning,mastery goal has a masking effect in the relationship between epistemological belief,time management and task strategies,and a complete mediating effect in the relationship between epistemological belief and goal setting.In the context of informal online learning,mastery of goals has a complete mediating effect in the relationship between epistemological belief,time management and task strategies,and an incomplete mediating effect in the relationship between epistemological belief and goal setting(4)There are significant differences in the influencing factor models of time management and goal setting of the three types of online learning;There is no significant difference in the influence factor model of task strategies.(5)The time management level of college students engaging in informal online learning is lower than that of college students engaging in formal and non-formal online learning;The level of online learning goal setting of female students is higher than that of male students,the level of online learning goal setting of college students majoring in humanities and social sciences is higher than that of college students majoring in science,technology,medicine and agriculture,and the level of goal setting of college students engaging non-formal online learning is higher than that of college students engaging formal and informal online learning.The level of time management,task strategies and goal setting in the self-regulation of postgraduates is higher than that of undergraduates.(6)The epistemological belief of female students is more positive than that of male students;the epistemological belief of college students majoring in humanities and social sciences is more positive than that of college students majoring in science,technology,medicine and agriculture;and the epistemological belief of postgraduates is more positive than that of undergraduates.(7)Female students have a higher master level than male students.College students majoring in humanities and social sciences have a higher master level than college students majoring in science,technology,medicine and agriculture,and postgraduates have a higher master level than undergraduates.The achievement goal level of male students is higher than that of female students,and the achievement goal level of college students engaged in non-formal online learning is higher than that of college students engaged in formal and informal online learning.