The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement


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DOI:

https://doi.org/10.52380/ijpes.2021.8.3.384

Keywords:

Self-regulated learning, academic entitlement, academic achievement, online learning

Abstract

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

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Published

2022-10-23

How to Cite

DAI, Y., LIN, X., SU, S., & LI, L. (2022). The Online Learning Academic Achievement of Chinese Students during the COVID-19 Pandemic: the Role of Self-Regulated Learning and Academic Entitlement. International Journal of Psychology and Educational Studies, 8(3), 116–127. https://doi.org/10.52380/ijpes.2021.8.3.384

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Articles