Status Quo of Chinese Middle School Students' Self-regulated Learning and Its Impact on the Academic Performance of Blended Learning

Abstract

Under the call of “suspend in-person classes and offer classes remotely” during the pandemic outbreak, self-regulated online learning from home has replaced traditional face-to-face teaching as the main teaching form, and learners' self-regulated learning has also got attention. This study validated the effectiveness of The Motivated Strategies for Learning Questionnaire (MSLQ) applied to Chinese middle school students. Based on this scale, 2955 Chinese junior high school students were surveyed to understand the status quo of their self-regulated learning, taking 150 samples as an example to explore the influence path of learners' self-regulated learning on their blended learning performance. It’s found in this study that Chinese middle school students' self-regulated learning is generally good, and their learning motivation is higher than learning strategies use, but students have slight test anxiety. Except for the test anxiety where no significant difference between male and female exists, males show significantly higher ability than females in other aspects of self-regulated learning. In addition, students in cities with a more advanced comprehensive development level have weaker self-regulated learning than students in cities with a poorer comprehensive development level. Students living in middle-level cities showed more pronounced test anxiety. It is discovered by using Process 3.3 to conduct an intermediate effect that learning motivation can affect learning performance by adjusting learning strategies. Test anxiety can significantly affect learning performance through the use of cognitive strategies and self-regulation strategies. Both self-efficacy and intrinsic value can directly affect learning performance. In addition, both can affect learning performance by affecting self-regulation strategies.