Predictors of Learning Engagement in the Context of Online Learning During the COVID-19 Pandemic

Abstract

The main aim of the present research is to analyze the predictive value of individual characteristics such as online self-efficacy, adaptability to uncertainty, and sources of stress during online learning on learning engagement. We also aimed to highlight if these relationships could be mediated by the online self-regulated learning strategies, during the COVID-19 pandemic. The participants were 529 university students and the design was cross-sectional. The results showed significant associations of the sources of stress in online learning with self-efficacy, leaning engagement and self-regulated learning strategies. Self-regulated strategies—task strategies and goal setting represent mediators of stressors perceived by the students under the conditions of the sudden shift to online activity and online learning engagement. The most relevant self-regulation strategies seemed to be goal setting and task strategies, which confirm the need for a clear structure of learning in the context of online activities. The implications of this study reside in the increased awareness regarding how learning engagement in online learning can be predicted by individual characteristics.

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis

“…A study on learning engagement in online mathematics courses found that learning motivation can promote students’ learning engagement through self-management and control of effort and attention, and adjustment of learning strategies ( Kim et al, 2015 ). Similarly, an empirical study has also found that self-regulated learning has a significant impact on learning engagement ( Stan et al, 2022 ). Based on the above literature, we propose our first hypothesis: There is a significantly positive correlation between self-regulated learning and online mathematics learning engagement among junior high school students.…”

“…Recently, researchers have demonstrated that many learner characteristics and external factors can effectively predict student online learning engagement. The factors included the quality of teacher-student interaction ( Lu and Churchill, 2014 ), peer relationships ( Shao and Kang, 2022 ), self-handicapping ( Holliman et al, 2018 ), and self-regulation ( Stan et al, 2022 ), among others. Among the preconditions that influence online mathematics learning engagement, self-regulating learning (SRL) is especially important.…”

COVID-19 Response Resource Engagement and User Characteristics of the Wichealth Web-Based Nutrition Education System: Comparative Cross-sectional Study

“…However, nonpregnant users with larger families for whom they provide care, tend to be avid web-based health information consumers [9]. In more recent articles, sociodemographic characteristics strongly associated with digital health information seeking included socioeconomic status, age, ethnicity, and college-level education [10,11]. Further, another recent analysis found that self-efficacy had positive effects on the extent of learner engagement with educational resources [12].…”

Exploring Online Student Engagement Scaffolded by Teacher Management Communication Style

“…However, previous studies on student engagement in online settings have limitations and merit further research. The majority of literature works are cross-sectional studies, focusing exclusively on the beginning or end of the learning sessions [11,12,13]. Data collected at a fixed point in time do not describe the changing nature of learners' engagement in learning.…”