Abstract
Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = –3.334, p = 0.001 < 0.01, d = –0.410) and the three sub-constructs of SROL (preparatory: t = –0.702, p = 0.008 < 0.01, d = 0.018; performance: t = –3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = –3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners’ online self-regulated learning.
Highlights
The COVID-19 epidemic has spread around the whole world
Independent sample t-test analysis was applied to analyze whether there were any significant differences in the variables of self-regulated online learning (SROL) according to gender
The independent sample t-test analysis was performed and the result showed the support of H1 as there was a gender difference in the preparatory phase, with females being more selfregulated than males
Summary
The COVID-19 epidemic has spread around the whole world. In the face of the sudden outbreak of the epidemic, offline education sites have been closed, and learners have been forced to accept online learning at home. Some surveys (e.g., Sawarkar et al, 2020; Velichová et al, 2020) during the pandemic have found that students do not agree that online learning is better than offline learning at school. One of the appropriate strategies is self-regulated learning (SRL) (Adam et al, 2017), which refers to the extent to which learners actively engage in the learning process, and has an important impact on academic success (Zimmerman, 2000). Students’ SRL is developed based on motivational beliefs and mediates the relationship between online learning environmental and personal characteristics (Cheng and Xie, 2021). There is a need to further explore the self-regulation of high school students in online learning environments
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