Dai Wenwu, Li Zhaolan, Jia Ning
College of Education, Hebei Normal University, Shijiazhuang, China.
Front Psychol. 2022 Nov 3;13:1042843. doi: 10.3389/fpsyg.2022.1042843. eCollection 2022.
Under 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.
A 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.
Three 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.
This 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.
在新冠疫情防控政策下，在线学习已被广泛应用。本研究旨在识别新冠疫情反复爆发期间在线数学学习背景下自我调节学习的潜在类型，并采用变量中心和个体中心方法探讨中国初中生自我调节学习与在线数学学习参与度之间关系的潜在机制。
选取428名中国初中生（女生占47.66%）完成关于自我调节学习、感知学业控制和学习参与度的问卷调查。使用Mplus7.0分析自我调节学习的潜在类别。采用软件SPSS PROCESS宏进行中介模型分析。
识别出三种自我调节学习类型，分别命名为低自我调节学习（16.12%）、中等自我调节学习（43.23%）和高自我调节学习（40.65%）。在中介分析中，变量中心方法的结果表明，感知学业控制介导了自我调节学习对学习参与度的影响。对于个体中心方法，我们选择低自我调节学习类型作为参照组，分析结果显示，与参照组相比，感知学业控制部分介导了中等自我调节学习类型与学习参与度之间的联系；感知学业控制部分介导了高自我调节学习类型与学习参与度之间的关系。
本研究揭示了新冠疫情期间中国初中生在线数学自我调节学习模式的异质性，采用变量中心和个体中心方法揭示了中国初中生在线数学学习参与度的内在机制。此外，研究结果对促进疫情期间初中生的在线数学学习参与度具有重要意义。
