Self-regulated learning and academic performance in online and blended learning environments: A meta-analysis

Yingying ZHAO, Yixun LI, Zhihong XU, Bingsheng ZHANG

Research output: Contribution to conferencePapers

Abstract

The present meta-analysis thoroughly analyzed the relationship between different SRL strategies and academic performance in online and blended learning environment in a total of 24 articles. The comparison was conducted at two different levels: 11 specific SRL strategies and four categories of SRL strategies. We found that at both the theoretical and operational level, meta-cognitive and resource management appear to be most important categories of SRL strategies predicting academic performance. In addition, three more specific SRL strategies, general SRL strategies and two cognitive strategies (elaboration and organization), were also predictive to academic performance. Our conclusions are robust to the inclusion of traditional face-to-face teaching, whether or not in STEM, types of articles, and measures of SRL and academic performance. Copyright © 2022 AERA.
Original languageEnglish
Publication statusPublished - Apr 2022

Citation

Zhao, Y., Li, Y., Xu, Z., & Zhang, B. (2022, April). Self-regulated learning and academic performance in online and blended learning environments: A meta-analysis. Paper presented at The American Educational Research Association Annual Meeting (AERA 2022), San Diego, USA.

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