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The Role of Self-Regulated Learning Strategies in Predicting Students’ Academic Performance in Online Learning Environments | ||
| Iranian Journal of Applied Educational Research | ||
| دوره 2، شماره 2، شهریور 2026، صفحه 35-44 اصل مقاله (525.8 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22111/ijaer.2026.55901.1045 | ||
| نویسنده | ||
| Reza Yousefi* | ||
| Master of Science in General Psychology, Department of Psychology, Faculty of Educational Psychology, University of Sistan and Baluchestan, Zahedan, Iran | ||
| چکیده | ||
| The present study investigated the role of self-regulated learning strategies in predicting students’ academic performance in online and blended learning environments. In terms of purpose, this was an applied study; methodologically, it adopted a quantitative descriptive-correlational design. The statistical population comprised students enrolled in universities in the city of Qom who were studying in online learning environments supported by learning management systems (LMSs). A sample of 384 students was selected using proportionate stratified random sampling. Data were collected using a standardized self-regulated learning questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) framework and students’ academic performance indicator, measured by grade point average (GPA). Construct validity was assessed through confirmatory factor analysis, while the reliability of the instrument was evaluated using Cronbach’s alpha coefficient. The findings confirmed the questionnaire’s satisfactory reliability. Data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple regression analysis. The findings revealed significant positive relationships between the dimensions of self-regulated learning, including planning, monitoring, cognitive control, and self-evaluation, and students’ academic performance. Regression analysis further indicated that self-regulated learning strategies explained a substantial proportion of the variance in academic performance. Among these dimensions, planning was identified as the strongest predictor of students’ academic performance. Based on these findings, strengthening self-regulated learning strategies can play important role in improving students’ academic performance in online learning environments. Accordingly, greater attention to teaching self-regulation skills and designing e-learning environments that support the development of such skills may contribute to enhancing the quality of learning in higher education. | ||
| کلیدواژهها | ||
| Self-regulated learning؛ academic performance؛ online learning؛ learning management system؛ students | ||
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آمار تعداد مشاهده مقاله: 3 تعداد دریافت فایل اصل مقاله: 1 |
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