The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

Yan Daı; Xi Lın; Shu Su; Li Lı

The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement

Abstract

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

Keywords

References

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Yan Daı ^* This is me
0000-0003-1170-7776
United States

Xi Lın This is me
0000-0003-2387-4117
United States

Shu Su This is me
0000-0003-4172-9474
United States

Li Lı This is me
0000-0001-8838-7710
China

Publication Date

July 25, 2021

Submission Date

January 16, 2021

Acceptance Date

June 8, 2021

Published in Issue

Year 2021 Volume: 8 Number: 3

IZ

https://izlik.org/JA73BY87LK

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RIS / Bibtex

APA

Daı, Y., Lın, X., Su, S., & Lı, L. (2021). The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement. International Journal of Psychology and Educational Studies, 8(3), 116-127. https://izlik.org/JA73BY87LK