Self-Regulated Learning and Academic Achievement in Blended Learning in China

Gaoge Chang; Sheiladevi Sukumaran; Jie Wang

doi:10.21834/e-bpj.v8i26.5175

Authors

Gaoge Chang School of Foreign Languages, Qilu Normal University, Jinan, China；Faculty of Education, Languages, Psychology, and Music, SEGi University, Kota Damansara, Malaysia
Sheiladevi Sukumaran Faculty of Education, Languages, Psychology, and Music, SEGi University, Kota Damansara, Malaysia
Jie Wang School of Foreign Languages, Qilu Normal University, Jinan, China

DOI:

https://doi.org/10.21834/e-bpj.v8i26.5175

Keywords:

Self-regulated Learning, Academic Achievement, Blended Learning

Abstract

College students who participate in blended learning face a greater challenge because they cannot achieve good academic achievement without self-regulated learning (SRL). The purpose of this study is to examine the SRL level of students, investigate the correlation between SRL and achievement, and determine the predictive power of SRL on achievement. A questionnaire was distributed to 90 students at a university in Shandong, China. The data were analyzed using descriptive analysis, correlation analysis, and regression analysis. As a result of the findings of this study, instructors will gain a better understanding of how to design language curricula that incorporates SRL into blended learning to enhance students’ SRL.

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