How do distance learners self-regulate learning? A latent profile analysis of self-regulated learning and its relationship with self-regulatory efficacy, motivation, need satisfaction, need frustration, academic achievement, and well-being

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-03-18 DOI:10.1016/j.lindif.2025.102678

Samantha G. Vos, Lisette Wijnia, Rob L. Martens, Renate H.M. de Groot

{"title":"How do distance learners self-regulate learning? A latent profile analysis of self-regulated learning and its relationship with self-regulatory efficacy, motivation, need satisfaction, need frustration, academic achievement, and well-being","authors":"Samantha G. Vos, Lisette Wijnia, Rob L. Martens, Renate H.M. de Groot","doi":"10.1016/j.lindif.2025.102678","DOIUrl":null,"url":null,"abstract":"<div><div>Self-regulated learning (SRL) is important for academic success in flexible learning environments such as online distance education. In this study, we explored the relationship between SRL and factors such as self-regulatory efficacy, motivation, psychological need satisfaction, mental well-being, and academic achievement among 1151 distance learners using mixture modeling. Latent profile analysis identified five SRL profiles varying from poor (i.e., Low and Minimal profiles) to proactive SRL (i.e., Social, Moderate, and Independent profiles) based on self-reported SRL strategies (e.g., task understanding and time management). Self-regulatory efficacy was an important differentiator between poor and proactive SRL, while competence frustration correlated with membership in proactive profiles. Relatedness satisfaction predicted membership in the Social SRL profile (49.6 %), emphasizing the importance of online social presence in supporting SRL. Moreover, higher academic achievement and well-being were linked to Low, Social, or Independent profiles rather than Minimal or Moderate ones. These findings highlight how distance learners self-regulate and how the learning context influences SRL.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102678"},"PeriodicalIF":9.0000,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608025000548","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Self-regulated learning (SRL) is important for academic success in flexible learning environments such as online distance education. In this study, we explored the relationship between SRL and factors such as self-regulatory efficacy, motivation, psychological need satisfaction, mental well-being, and academic achievement among 1151 distance learners using mixture modeling. Latent profile analysis identified five SRL profiles varying from poor (i.e., Low and Minimal profiles) to proactive SRL (i.e., Social, Moderate, and Independent profiles) based on self-reported SRL strategies (e.g., task understanding and time management). Self-regulatory efficacy was an important differentiator between poor and proactive SRL, while competence frustration correlated with membership in proactive profiles. Relatedness satisfaction predicted membership in the Social SRL profile (49.6 %), emphasizing the importance of online social presence in supporting SRL. Moreover, higher academic achievement and well-being were linked to Low, Social, or Independent profiles rather than Minimal or Moderate ones. These findings highlight how distance learners self-regulate and how the learning context influences SRL.

查看原文本刊更多论文

远程学习者如何自我调节学习？自我调节学习的潜在特征分析及其与自我调节效能、动机、需求满足、需求挫折、学业成就和幸福感的关系

在网络远程教育等灵活的学习环境中，自主学习对学业成功至关重要。本研究以1151名远程学习者为研究对象，采用混合建模的方法，探讨了远程学习者自主学习能力与自我调节效能、动机、心理需求满足、心理幸福感和学业成绩的关系。基于自我报告的SRL策略（如任务理解和时间管理），潜在的SRL分析确定了五种不同的SRL特征，从较差的（即低和最小的）到主动的SRL（即社会的、中等的和独立的）。自我调节效能是差性和主动性SRL之间的重要区别，而能力挫败感与主动性SRL的成员关系相关。相关性满意度预测了社交SRL档案中的成员（49.6%），强调了在线社交存在对支持SRL的重要性。此外，较高的学术成就和幸福感与“低”、“社会”或“独立”的形象有关，而不是与“最低”或“中等”的形象有关。这些发现强调了远程学习者如何自我调节以及学习环境如何影响远程学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).