Abstract
This study explores online self-regulated learning skills among high school students in three schools in China's EAST City Y using questionnaires. Results reveal the online self-regulated learning skills of high school students are positioned at an intermediate level, showcasing noteworthy disparities across distinct cohorts of high school students. Specifically, female students, urban residents, high-achieving students, and senior students (Grade 12) manifest distinct advantages in terms of online self-regulated learning aptitude. Conversely, male students, rural residents, students with comparatively lower academic achievements, as well as students in Grade 10 and Grade 11, evince limitations in online self-regulated learning skills. Additionally, Moderate internet use enhances high school students' online self-regulated learning; excessive or insufficient use hampers skill development. Future research should expand the sample to diverse regions and cultures to enhance generalizability.
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