Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners

被引：8

作者：

Lin, Lin ^{[1
]}

Gong, Yang ^{[2
]}

Xu, Nuo ^{[1
]}

机构：

[1] Shanghai Univ Finance & Econ, Int Cultural Exchange Sch, Shanghai, Peoples R China

[2] Univ Macau, Fac Educ, Taipa, Macau, Peoples R China

来源：

FRONTIERS IN PSYCHOLOGY | 2021年 / 12卷

关键词：

online self-regulated learning; motivated strategies for learning questionnaire; Chinese as a foreign language; latent profile analysis; motivation; learning strategies; COLLEGE-STUDENTS; MOTIVATED STRATEGIES; ACHIEVEMENT GOALS; PERSPECTIVE; CLASSROOM; TEACHERS; NUMBER;

D O I：

10.3389/fpsyg.2021.797786

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners' SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners' SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.

引用

页数：13

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