作者：师亚飞,吴明月, 魏艳涛*, 陈佳丽, 董倩倩, 朱珂

出版刊物：International Journal of Educational Technology in Higher Education

出版时间：2025年

内容摘要：

Self-regulated learning (SRL) is crucial for academic success in online learning. Previous studies have employed a variable-centered approach to examine the relationship between students’ SRL and a variety of determinants and consequences. However, few studies employ a person-centered approach to categorize students’ self-regulated learning and examine its predictors and outcomes, especially the non-academic outcomes. Therefore, this study employed a person-centered approach to identify profiles of self-regulated learners and investigate how SRL profile membership is predicted by factors in an online learning environment as well as the differences in learning engagement and well-being across SRL profiles. This study surveyed 385 college students from China. Four SRL profiles were identified using latent profile analysis (LPA), namely: low, below average with high ES, average, and high SRL profiles. Results indicated that the four profiles differed in the extent to which students employed SRL strategies. Additionally, we ran the three-step (R3STEP) command to examine the predictive role of online learning environments (OLE). Finally, the Block-Croon-Hagenaars approach (BCH) was conducted to reveal the differences in learning engagement and well-being across SRL profiles. The multinomial logistic regression results indicated that SRL profile membership is significantly predicted by contextual factors, including pedagogical, social, and technical affordances. The behavioral, cognitive, emotional engagement, and wellbeing differed significantly among the four profiles. More specifically, the factors of OLE are antecedents of SRL profile membership, and SRL could enhance learning engagement and well-being. The findings contribute to a deeper understanding of students’ self-regulated learning profiles and the underlying mechanisms of online learning engagement and well-being, offering practical implications for both educators and researchers in higher education. Moreover, this study provides theoretical and empirical implications for subsequent studies.

自我调节学习对在线学业成功至关重要。先前研究多采用变量中心视角探讨学生SRL与各类影响因素及结果的关系，但较少从人本化视角对学生SRL进行分类并考察其前因与非学业结果。本研究采用人本化视角，通过潜在剖面分析识别自我调节学习者的类型特征，探究在线学习环境因素对SRL类型归属的预测作用，并比较不同SRL类型在学习投入与幸福感上的差异。研究调查了385名中国大学生，识别出低水平型、高外部支持型、中等水平型和高水平型四类SRL学习群体。结果表明，四类群体在SRL策略使用程度上存在显著差异。进一步通过三步法分析验证了在线学习环境因素（教学支持、社交支持、技术支持）对SRL类型归属的预测作用，并采用BCH方法揭示了不同SRL类型在行为投入、认知投入、情感投入及幸福感上的差异特征。多项逻辑回归结果表明，SRL类型归属受到教学、社交与技术等环境因素的显著影响，且四类群体在行为、认知、情感投入及幸福感水平上均呈现梯度差异。具体而言，在线学习环境因素是SRL类型形成的前置条件，而高水平的SRL能有效提升学习投入与幸福感。本研究深化了对学生自我调节学习类型及其作用机制的理解，为高等教育者与研究者提供了实践启示，并为后续研究提供了理论与实证参考。