The Components of Self-Regulated Learning and Academic Achievement in Online Courses

This paper presents the results of a study that aimed to determine which components of self-regulated learning are associated the Academic Achievement of students of online courses at the University Center of the South of the University of Guadalajara in Mexico. The approach was quantitative with a cross-sectional design. The sample was representative with a 95% confidence level and 5% error, it was made up of 306 undergraduate students who took at least one online course. A questionnaire composed of 70 items was applied and had a Cronbach's Alpha of .90. Descriptive statistics, correlations, and ordinal regression were used for data analysis. The main results show that there is an association between Academic Achievement with the motivational components: Task Value, Self-efficacy for Learning, and Anxiety in Online courses, as well as with the behavioral component: Effort Regulation.