The Relationship between Self-regulated Learning and Learning Behaviors of Chinese Middle School Students in a Smart Classroom

Abstract

In the smart classroom, learners often have more chances to decide their learning behaviors, which puts forward higher requirements for their self-regulation level. The level of learners' self-regulation influences their learning behaviors, which will cause different learning performances. This study used 118 students in junior high school as a sample to investigate the current status of learners' online learning behaviors with different grades and explore the relationship between learning behaviors and Self-regulated learning levels. The study found that the high score group generally have higher learning engagement and are more likely to be influenced by goal setting. The low score group cannot make overall planning of their learning, resulting in the improper allocation of time and energy. Their learning behaviors are more likely to be influenced by task strategies and time management.