Undergraduate Students’ Self-Regulated Learning Performance And Influencing Factors In Online Learning Environment

Self-regulated learning is a process that simultaneously involves psychology,motivation,emotion,cognition,which refers to self-planning,self-monitoring and control,and self-monitoring and reflection in the learning process.For undergraduates,self-regulating learning as an adult learner,whether in the field of study or in the social workplace,will be a vital competency.With the continuous outbreak of the new COVID-9 epidemic,online learning has become a universe form of learning in colleges and universities,and what challenges and tests independent learning in this context has brought to students,and how to promote students’ investment in online independent learning,has been paid attention to by scholars and educators.At the same time,existing studies have also shown that independent learning is closely related to learners’ academic performance,academic expectations,psychologic factors and other factors.Based on self-regulation learning theory,metacognitive theory and situational learning theory,this study constructs a research framework to explore the independent learning performance of undergraduates,and explores the impact of self-directed learning on undergraduate students’ independent learning from personal characteristics,online learning situations,learning motivation and learning anxiety,and different task types,so as to explore the following questions: 1.How did college students perform in online self-directed learning during the pandemic? 2.How does the core factor “online context” affect university students’ self-directed learning performance? 3.What are the roles of students’ learning motivation,psychological factors,and different types of learning tasks which affect students’ self-regulated learning? 4.How to improve students’ self-regulated learning ability? Suggestions are put forward from the level of online course activity design,university course management,and undergraduate cultivation.Focusing on the above problems,the questionnaire and interview outline with good reliability and validity were designed,and the data were collected for statistical analysis,and the descriptive statistics,independent sample T test and structural equation model test were used to explore the influence path and mechanism of environment,psychology,task type and academic ability through SPSS26 and Mplus.The conclusions of the research are shown below:The quantitative results showed that some background characteristics had a significant impact on the independent learning performance of undergraduates.The cognitive presence,emotional presence,social presence and teaching presence of online learning situations are significantly correlated with students’ independent learning performance,reflecting that the degree of support of online learning virtual environment for students’ cognitive,emotional,social and teaching affects students’ independent learning performance.On the other hand,learning anxiety plays a partial mediating role in it,while collaborative learning tasks have a significant moderating effect on the mediating process of learning anxiety,and there is a mediating effect that online presence,learning anxiety,and self-learning level are moderated by task types.It reflects that the online learning environment can improve the level of individual independent learning by causing students’ learning anxiety,and participating in online collaborative teaching design such as group research,group presentation,and cooperative project research can help learning anxiety have a positive impact on students’ independent learning performance.Meanwhile,the conclusions of the qualitative study supplement the personal self-discipline,environmental construction strategies and online resource acquisition and selection strategies of undergraduates,and support the significant impact of teaching presence on self-directed learning performance in online learning forms,and explain the role of collaborative learning tasks to a certain extent by reducing learning anxiety and promoting cooperation,thereby improving the independent learning level of undergraduates.Based on this,this paper puts forward relevant suggestions for undergraduate independent learning from three aspects: online teaching activity design,university teaching classroom management and undergraduate talent training.First,the design and development of online teaching activities in colleges and universities should give full play to the advantages of information-based teaching,select well-made and authoritative course resources that match the teaching goals for teaching,select diversified teaching resources,mobilize students’ investment in cognitive,emotional and behavioral aspects,and supplement with information-based teaching lectures or information-based learning guidance to help students gradually adapt to the teaching environment that shifts to online;Second,college teachers should strengthen classroom intervention,because offline classrooms provide students with opportunities to escape classroom expression,classroom communication and interaction is weakened,so the classroom effect is not ideal,teachers should strengthen the guidance and supervision in the course learning process,such as designing classroom collaborative learning tasks,promoting mutual discussion and communication between group members,designing multiple evaluation methods,including self-assessment,group mutual evaluation,process evaluation and outcome evaluation,and strengthening the supervision of the learning process.Third,in the undergraduate training plan,the cultivation of undergraduate goal formulation strategy,time planning strategy and supervision strategy should be emphasized,the concept of independent learning should be incorporated into the undergraduate training goal,and the corresponding mid-term and final measurement scales should be set up to provide reference for the cultivation of students’ independent learning ability.