Self-Regulated Learning and Academic Performance in Chilean University Students in Virtual Mode During the Pandemic: Effect of the 4Planning App

Abstract

Research on the use of smartphone apps with the aim of developing self-regulated learning (SRL) and increasing academic performance of university students in virtual mode, as a result of the COVID-19 pandemic, is recent and scarce. The present article shows the results of a study that analyzed the effect of using the 4Planning app with an intra-curricular approach on SRL and on the academic performance of 119 1st-year psychology students in virtual mode, at a Chilean university (MAge = 22.81, SDAge = 6.52). The research was conducted with quantitative methodology and a quasi-experimental design, with pre- and posttest measurements of an experimental group and comparisons with three control groups. The results show that students who used the app during 10 weeks of the first academic semester 2021: (1) increased SRL self-report, (2) increased academic self-efficacy, and (3) obtained higher academic performance, compared to those who did not use it. The above occurs because the 4Planning app activates functions of the self-regulatory system of goal-directed behavior, which allows exercising the capacity of self-direction and self-influence on this type of behavior in the particular context of academic performance, which produces SRL. It is concluded that the 4Planning app is effective in developing self-regulation and improving the academic performance of 1st-year university students, in virtual learning mode.

The interplay between self-regulation, learning flow, academic stress and learning engagement as predictors for academic performance in a blended learning environment: A cross-sectional survey

“…In regards to the relationship between SRL and academic performance, this research presents contrasting findings from previous studies, which indicated a favorable correlation between self-regulation and academic achievement [ 9 , 38 ]. The findings of this study possess clinical significance and theoretical relevance, despite not reaching statistical significance.…”

Assessing the effectiveness of smartphones in education: A Meta-analysis of recent studies

“…The lowest effect value, with -8 [-13.02;-2.98], was obtained in the study on the use of WhatsApp by medical students (Clavier et al, 2019). When the sampling variance is examined, the biggest contribution was made by 5 studies (Jackson et al, 2019;Jaramillo et al, 2022;Lobos et al, 2021;Loeffler et al, 2019;Park & Kim, 2018) with 4.02%. The lowest contribution was from the study of Chang et al (2022).…”

“…When the classification of effect sizes was made, it was determined that seven (27%) studies (Briz-Ponce et al, 2016;Clavier et al, 2019;Jackson et al, 2019;Kim et al, 2017;Park & Kim, 2018) had a small effect size. The rate of studies (Chuang et al, 2018;Jaramillo et al, 2022;Lobos et al, 2021;Loeffler et al, 2019) with a medium effect size is 15% (4). The remaining 15 studies (Alghazzawi et al, 2021;Arain et al, 2018;Bell et al, 2018;Chang et al, 2022;Chuang et al, 2018;Dabbour, 2016;Daliri et al, 2021;Jia & Chen, 2020;Kim et al, 2017;Shen, 2021;Sultan et al, 2020;Wang et al, 2022;Zakian et al, 2022) have a large effect size (58%).…”

The Relationship Between Self-Regulated Learning, Family Support and Learning Motivation on Students’ Learning Engagement

“…Third, there is a relationship between self-regulated learning and learning engagement. Research conducted by previous study shows that students who have self-regulated learning are able to provide the best results in their learning activities (Jaramillo et al, 2022). In an era of very rapid technological development, it becomes an opportunity and makes it easier for students to dig up information and deepen their academic knowledge.…”