在线自主学习概况：以汉语作为外语学习者的一项研究
Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners.
作者信息
Lin Lin, Gong Yang, Xu Nuo
机构信息
International Cultural Exchange School, Shanghai University of Finance and Economics, Shanghai, China.
Faculty of Education, University of Macau, Taipa, Macau SAR, China.
出版信息
Front Psychol. 2021 Dec 13;12:797786. doi: 10.3389/fpsyg.2021.797786. eCollection 2021.
The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners' SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners' SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.
自我调节学习（SRL）在取得学业成功方面的作用已针对在校大学生进行了广泛研究。然而，关于在线学习者的自我调节学习的研究有限，而近年来在线学习者的数量一直在急剧增加，尤其是在全球范围内的新冠疫情之后。由于自我调节学习受环境限制，课堂和家庭环境造成的差异可能是意料之中的。本研究调查了在线学习者在外语教育中学习汉语时自我调节学习的因素结构以及在线学习者中自我调节学习概况的存在情况。数据收集自2020年参加在线汉语课程的378名国际学生。通过对学习动机策略问卷（MSLQ）中的动机和学习策略量表进行探索性因素分析，揭示了十个潜在因素。后续的潜在概况分析显示了低、中、高自我调节学习者的三种概况。该研究支持自我调节学习受环境限制的性质，并呼吁根据汉语学习者的自我调节学习概况制定适应性培训计划。
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