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

Abstract

ObjectivesUnder the COVID-19 prevention and control policy, online learning has been widely used. The current study aimed to identify latent profiles of self-regulated learning in the context of online mathematics learning during the recurrent outbreak of COVID-19, and examine the mechanisms underlying the relationship between self-regulated learning and online mathematics learning engagement among Chinese junior high school students using variable-and person-centered approaches.MethodsA sample of 428 Chinese junior high school students (47.66% female) completed questionnaires on self-regulated learning, perceived academic control, and learning engagement. Mplus7.0 was used to analyze the latent classes of self-regulated learning. A mediation model was conducted using the software SPSS PROCESS macro.ResultsThree profiles of self-regulated learning were identified and named as low self-regulated learning (16.12%), medium self-regulated learning (43.23%), and high self-regulated learning (40.65%). In the mediating analysis, results of the variable-centered approach showed that perceived academic control mediated the effects of self-regulated learning on learning engagement. For the person-centered approach, we selected the low self-regulated learning type as the reference profile, and the analysis revealed that compared with the reference profile, perceived academic control partially mediated the link between the medium self-regulated learning profile and learning engagement; perceived academic control partially mediated the relationship between the high self-regulated learning profile and learning engagement.ConclusionThis study showed the heterogeneity in the online mathematics self-regulated learning patterns of Chinese junior high school students during the COVID-19 pandemic, revealing the internal mechanisms of Chinese junior high school students’ online mathematics learning engagement using variable-and person-centered approaches. Furthermore, the findings of the study have important implications for promoting online mathematics learning engagement among junior high students during the pandemic.

Enhancing Student Engagement in Online Education: The Role of Self-Regulation and Teacher Support in Zambia

“…Therefore, the basis of scaffolding in teaching is to provide students with instructional support that increases the student's abilities to the highest level within the ZPD [42] through learning engagement. Therefore, different scholars' views on student learning engagement and engagement strategies are consistent with the relationship between teacher-scaffolded online interactions and student learning engagement in online learning [32], [43] According to the results of this study, teacher-scaffolded online interactions were critical in encouraging student engagement in the online learning environment. Mainly, it is vital to note that online learning environments present learners with serious challenges that can easily derail their academic focus and may result in low levels of concentration and learning engagement, leading to low academic achievement with a possible resentment towards the online learning environment.…”

“…Student learning engagement has been de ned by scholars differently. However, the de nitions have common themes and relationships between student participation in education and psychological participation [32]. This conception of learning engagement can also refer to the student's participation and recognition in school and related activities.…”