Learning Strategies Scale Research Articles

성인대학생의 학습전략이 학업성취도에 미치는 영향: 직무-전공 일치 여부에 따른 조절효과를 중심으로

Objectives The purpose of this study was to examine the effect of learning strategies of university adult students on academic achievement and to verify the moderating effect of job-major match in the relationship. Methods In order to achieve the research purpose, descriptive statistics, correlation analysis, and hierarchical regression analysis were conducted on the data collected from 145 first-year students enrolled in the College of Adult Learners at H University, located in the Seoul metropolitan area. The data were based on learning strategy scales and academic achievement gathered from liberal arts courses that were offered and operated to support first-year students' adjustment to university life. Results The results were as follows: First, the five factors that constitute learning strategies, including cognitive strategy, learning motivation, academic anxiety, time management, and resource utilization, all showed statistically significant relationships with academic achievement. Second, the moderating effect of job-major congruence was statistically verified in the relationship between cognitive strategy, learning motivation, and time management among the five components of learning strategies and academic achievement. In the case of academic anxiety and resource utilization, the moderating effect of job-major congruence was found to be statistically insignificant. Conclusions This study examined the relationship between university adult students' learning strategies and academic achievement, and confirmed how the job-major match moderates the relationship. Through this, it was suggested that consideration of current job and major is necessary for learning support for university adult students.

The Effect of Gamification on Math Achievement, Motivation, and Learning Strategies in Flipped Classrooms

The aim of this research is to examine the effect of the gamification elements usage in the flipped classroom model on students’ academic success, motivation, and learning strategies in the 9th grade mathematics course clusters subject. The method of the study is a quasi-experimental research design with a pretest/post-test control group. The sample of the study comprises 38 vocational high school students who attend 9th grade. The experimental process was conducted for five weeks in the mathematics lesson on “Clusters.” Motivated Strategies for Learning Questionnaire (MSLQ) and achievement tests were used as data collection tools. According to the results of the research, while gamification did not make a significant difference in academic achievement and motivation, it caused a significant difference in the elaboration and peer learning dimensions of the learning strategies scale. Although this is not reflected in academic success in the research, it is considered to contribute positively to student performance. In addition, taking the group as the basis instead of the individual in the design of gamification is thought to prevent negativities, such as anxiety and jealousy, that may develop because of gamification, as well as contribute positively to student performance.

Competencias docentes, tecnología y personalidad de los estudiantes del Máster de Secundaria

This study, carried out for predictive and diagnostic purposes, analyses the acquisition of teacher competencies and the integration of technology in learning, as related to personality, among students on the Master’s in Secondary Education at the University of Castilla-La Mancha (Spain). Methodology: 241 students (105 men and 136 women) from the 2019–2020 cohort took part. To evaluate the self-efficacy of teacher competencies, the scale of six competencies was used, taking into account the context of practice. To assess the impact of technology on learning, the bifactorial scale of learning and learning strategies was used, and the BFI-10 questionnaire was used to assess personality traits. A correlation analysis was carried out, 12 mediation models were calculated, and a bootstrap analysis was conducted to calculate the indirect effects of the mediations. The results show that the acquisition of all teacher competencies is significantly and positively correlated with technology learning, particularly subject knowledge, and methodological competence, where the traits of conscientiousness and openness are significant. Of the 12 mediation models, the model that showed partial mediation was competence for collaboration with tutors, predicted by technology learning, mediated by conscientiousness. The findings show an understanding of how to steer university training in the context of the current education system.

Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)

Self-regulated learning (SRL) has been highlighted as a critical aspect of translation learning. However, past work in translation learning has rarely sought to synthesize translation learning strategies under a self-regulated learning paradigm. Further research would be confined by the paucity of a psychometrically sound instrument to measure learners' self-regulated translation learning strategies. This study aimed to develop a reliable and valid self-regulated translation learning strategy scale (SRTLSS). Based on relevant literature, we hypothesized a hierarchical model and generated items for the SRTLSS. Drawing on the response from 873 Chinese English majors, the validated SRTLSS had 25 items addressing five dimensions: self-control, meaning fulfillment, value and interest, text processing, and retrieving strategies. Results demonstrated the SRTLSS has good measurement validity and reliability with strong invariance across undergraduate and graduate students. The SRTLSS can be used as a complementary tool to diagnose learners' weaknesses and strengths in translation teaching and learning.

The Scale of Learning Strategies for Distance Education Students: The Study of Adaptation to Turkish

The aim of this study is to conduct a validity and reliability study for adaptation of the scale of learning strategies to Turkish, which was developed by Pintrich, Smith, Garcia and McKeachie (1991) and adapted by Meijs et al. (2019) for distance education students. The Scale of Learning Strategies for Distance Education Students is a scale consisting of 25 items and 5 factors (management of time and effort, complex cognitive strategies use, simple cognitive strategies use, communication with others, and academic thinking). After testing equivalance of Turkish form, the validity and reliability studies of the Scale of Learning Strategies for Distance Education Students were conducted with participation of 411 students studying in different departments of Kocaeli University in the fall semester of the 2021-2022 academic year. Confirmatory Factor Analysis (CFA) method was used for the adaptation of the scale, the significance of the differences between item average scores of the groups over and below 27% were examined with Cronbach's alpha internal consistency coefficients, corrected item-total correlations, and t-test in order to determine the relabilities. As a result of normality test and first CFA, the 2nd and 6th items in the time and effort management sub-dimension were excluded from the scale in accordance with expert opinions due to fact that their standardized regression coefficients were not significant. When the fit indices were examined as a result of the analysis, the findings were as follows χ2 /sd =2.594, RMSEA= 0.064, SRMR= 0.0616, GFI= 0.894, NFI= 0.879, TLI= 0.908, CFI= 0.921 and IFI=0,922. The corrected total correlations of the scale items ranged between 0.37 and 0.68. The results of t-test applied to the scores of the groups over and below 27% were found to be significant for all items. Cronbach's alpha coefficient for the reliability of the overall scale was calculated as 0.915. A significant correlation was determined between the sub-dimensions of the scale and between the sub-dimensions and the total. According to these findings, adaption of the scale to Turkish is valid and reliable.

Examining the reliability and validity of a self-regulated learning strategy scale for undergraduate nursing students and effective factors of self-regulated learning strategies

BackgroundSelf-regulated learning in higher education has increasingly attracted attention in recent years. This study involved a survey of nursing students using an originally developed tool called the Self-regulated Learning Strategy Scale for Undergraduate Nursing Students (SRLSS-NS). ObjectivesWe aimed to elucidate factors relating to the promotion of self-regulated learning while confirming the reliability and validity of the novel scale. DesignA cross-sectional survey design was adopted. SettingSchool of Health Science, Faculty of Medicine. ParticipantsParticipants included first- to fourth-year undergraduate nursing students. MethodsDescriptive statistics were used to ascertain participant characteristics. We confirmed the criterion-related validity of the survey through exploratory factor analysis and Pearson's product-moment coefficient with external criteria. Reliability was calculated using Cronbach's α coefficient. To examine stability, we confirmed the correlation between the first and second surveys. Multiple regression analysis was performed using the SRLSS-NS score as the objective variable and basic attributes/individual factors, learning-related factors, and cognitive factors as explanatory variables. The statistical significance level was defined as 5 %. ResultsThe scale consisted of 12 items related to three factors—construct validity, internal consistency, and stability—which were confirmed. Regarding factors related to the SRLS of undergraduate nursing students, the SRLSS-NS score was greater for items such as, “I feel that university education gives me confidence in learning” (β = 0.255, p < 0.001), “I like/find interest in things I am learning” (β = 0.228, p < 0.001), “I feel that university education teaches me how to learn” (β = 0.198, p = 0.003), and “Self-esteem as a professional” (β = 0.143, p = 0.023). ConclusionAs more efforts are made to improve undergraduate nursing students' SRLS, the importance of education for increasing confidence, promoting intrinsic motivation, teaching learning methods, and fostering occupational identity is emphasized.

INVESTIGATION OF CHINESE LANGUAGE EARNING STRATEGIES FOR JAPANESE INTERNATIONAL STUDENTS

Currently, there is a dearth of research on Chinese language learning strategies among Japanese international students. This study examines the Chinese language learning strategies of 84 Japanese international students from selected universities in China. A questionnaire based on Oxford(1990) learning strategy scale was developed to investigate the strategies used by the students. The study primarily employed a questionnaire survey method, and the results were analyzed using the social statistical software SPSS23.0. The objective of this research is to gain insights into the present usage, characteristics, and other factors of Chinese language learning strategies among Japanese international students. Based on the research findings, this paper recommends suitable learning strategies for this group of Japanese international students that can aid them in learning Chinese more effectively and efficiently. The study revealed that the social strategy was the most commonly used strategy among Japanese international students, whereas the affective strategy was the least used. Additionally, the results showed no significant differences in variables such as age and Chinese proficiency level. After analyzing the research results, this paper puts forth three affective strategy teaching suggestions to improve the Chinese language learning strategies of Japanese international students: fostering a sense of accomplishment in learning Chinese, developing an interest in learning Chinese and maintaining a sense of novelty, and reducing anxiety by creating a relaxed learning environment and assisting Japanese international students in overcoming anxiety.

Uncovering Turkish Science High School Students' Learning Strategy, Inquiry-Oriented Self-efficacy, Task Value, Achievement Goals: A Structural Equation Modelling Analysis

In the literature, the characteristics of students with high skills in the subjects of science and mathematics are generally examined independently of the social learning environment. The aim of this study was to investigate the relationship between achievement goal orientation, inquiry oriented self-efficacy, learning strategies and task value and to present that relationship with various models. This study was carried out with 292 students from Science High School (SHS) in Turkey in the 2018-2019 academic year. In this research, two models were tested with relational screening designs as theoretical models for the relationship between the learning strategies used by SHS students and their inquiry-oriented self-efficacy (IOS) and achievement goal orientations (AG). The IOS scale, the AG scale, semi-structured interview forms, and the learning strategies scale were used as data collection tools. Collected data was analysed using the Multiple Regression Analysis. The first model is developed according to a task in which scientific inquiry is valuable, considering the goals of the SHS chemistry curriculum, while the second model is designed according to a task in which competition and test scores are valued rather than scientific inquiry. Contrary to expectations, it is surprising that performance goal orientation (PE) is mediated through the learning strategy and IOS that SHS students use, as much as they explain their chemistry learning conceptions with the test score.

Antecedents Predicting Students' Active Use of Learning Strategies in Schools of Low SES Context within the Framework of Self-Determination Theory.

Meeting a student's autonomy, competence, and relatedness needs is one of the conditions to help him/her learn effectively. In this study, we aim to understand how teacher support (relationship with students, their autonomy support) and general classroom atmosphere (equity, relationships between students) predict students' learning; that is, the learning strategies they use. Data were collected from 24 secondary schools in 9 municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 632 students; 330 girls and 302 boys). The following instruments were used in the research: What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Learning Strategies scale. The results showed that girls use learning strategies statistically significantly more actively than boys. Students' use of learning strategies in a sample of both boys and girls are predicted by perceived teacher support, student cohesiveness, and perceived autonomy support. Therefore, responding to the relatedness and autonomy needs of students from low SES is very significant because it can increase their engagement in the learning process. The difference found, that equity is a significant predictor of learning strategies in the sample of girls, but not in boys, encourages further research and interpretation of such research results.

Effect of Game-Based Learning on Motivation and Learning Strategies of Nursing Students in Occupational Health Nursing Course

Aim of this study is to evaluate the effect of game-based learning on the motivation and learning strategies of nursing students. A quasi-experimental research design that was with a pre-post test design without a control group was used in this research. The sample of the study consisted of 74 third grade students. The Sociodemographic Characteristics Question Form and Motivated Strategies for Learning Questionnaire were used for data collection tool. The mean age of nursing students is 21.45±0.62. 85.1% of them are women. A statistically significant difference was found between the pre- and the post-test mean of the nursing students' subscales of control of learning beliefs, intrinsic goal orientation, test anxiety, self-efficacy for learning and performance (p&lt;0.05). There were statistically significant differences between the pre and post-test Learning Strategies Scale subscale scores, nursing students obtained higher mean scores from critical thinking, help seeking, peer learning, metacognitive self-regulation subscales at the post-test (p&lt;0.05). As a result of this study, it was found that Kahoot! has an important influence on the motivation and learning strategies of nursing students. In the development of learning in students' theoretical and practical training, using Kahoot! which is one of the game-based student response systems will be useful.

Do Achievement Goals Differently Orient Students' Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade.

Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students' academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.

Psychometric Properties of the Georgian Version of Motivated Strategies for Learning Questionnaire (MSLQ)

The article concerns the psychometric properties of the Georgian version of the Motivated Strategies for Learning Questionnaire (MSLQ) such as factorial properties, internal consistency of the sub-scales and gender differences by factors of the motivation and learning strategies scales. 560 Bachelor program students from 17 higher education institutions participated in the study. The instrument assessing motivation and self–regulated learning combine two main scales: 1) motivational orientation scale, and 2) learning strategies scale. There are 81-items in the instrument measured on a 7-point Likert type scale where point 1 means ‘Does not at all correspond’ and point 7 ‘Fully corresponds’.&nbsp; The administration of the questionnaire requires about 20-30 minutes. Study results show that the Georgian version of the Motivated Strategies for Learning Questionnaire is similar by factorial properties to the original version of the instrument. Internal consistency value is .70 for the motivation scale and .80 for learning strategies scale which meets the instrument validation standard.&nbsp; Reliability values for the factors in the scales ​​range from .51 to .89. As for gender differences, male and female respondents showed statistically significant difference on both motivation factors (task value, control beliefs and self-efficacy for learning) and learning strategies factors (elaboration, organization, metacognitive self-regulation, time and study environment management and effort regulation). The above findings lead to the conclusion that the Georgian version of Motivated Strategies for Learning Questionnaire can be used for future research purposes.

ASSOCIATION BETWEEN ATTITUDES TOWARDS SCIENCE SUBJECTS AND GRADES: THE MEDIATION ROLE OF LEARNING STRATEGIES

The students’ attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students’ attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students’ learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Križevci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade. Keywords: lower secondary education; mediation analysis; school achievement, scientific subjects; student attitudes

Students’ Motivation and self-regulated learning in health professions during Compulsory E-learning in COVID-19 pandemic.

Our objective is to assess motivation and self-regulated learning domains among undergraduate health professional students during compulsory E-learning in the COVID-19 pandemic, and explore inter-gender variabilities and the correlation between test anxiety and self-regulated learning. Institutional based descriptive study, Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 291 healthy undergraduate students of health professions programs at Al Marefa University. Two months after shifting to compulsory E-learning, students were invited to return an online standardized self- administered questionnaire via Google form. Data were analyzed using SPSS version 23. Reliability analysis with an average close to or exceeds the recommended value (α = 0.7). The extrinsic motivation was higher than the intrinsic one, the use of learning strategies was modest. Female students displayed significantly higher motivation and learning strategies scores (P=0.001). Male had higher extrinsic goal orientation P= 0.001, self-efficacy P= 0.043, Help-seeking P= 0.017, while females had a higher time study environment P=0.027. Also, the youngest and oldest students were the most motivated ones (P= 0.04). A positive correlation exists between test anxiety and extrinsic goal orientation (P=0.000). Statistically significant correlations exist between test anxiety and all of the learning strategies scales. There are adequate levels of motivation with moderate use of learning strategies among health professional students during sudden shifting to compulsory E-learning in the COVID-19 pandemic. Females’ students were more self-regulated learners than males. Further investigation of the use of the Motivated Strategies for Learning Questionnaire and its association with academic achievement is recommended to assess the online teaching experience.

The Effect of Using Different Teaching Methods on High-Level Skills in Science Lessons

The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills and academic achievements after the ‘Cell and Divisions’ and ‘Force and Energy’ units have been processed according to different teaching methods. Also, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem Based Learning, Peer Instruction, Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test and Academic Achievement Tests were used. As a result of the analyzes made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.

Öz düzenleyici öğrenme stratejileri ve öz yeterlik inancının İngilizce öğrenme başarısını yordamadaki rolü

The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students’ learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students’ English self-efficacy beliefs (R2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R2 = .04). Therefore, studies can be carried out to improve students’ self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.

EXPLORING THE STUDENTS’ MOST AND LEAST PREFERRED LEARNING STRATEGIES FROM THE UNIVERSITY OF LORALAI, BALOCHISTAN PERSPECTIVE

The study explored the most and least preferred learning strategies from the preservice teachers who were enrolled in the Department of Education. The study employed the quantitative research method in which the descriptive research design was used to explore the learning strategies. The sample consisted of 157 preservice teachers (M=101, F=56) from the Department of Education, University of Loralai, selected through the simple random sampling technique. The ACRA-C learning strategies scale of 17 items (brief version) developed by Jiménez et al. (2018) was used for the data collection. The scale had three dimensions i.e., micro learning strategies (05 items, Cronbach’s Alpha=0.83), keys for memory and metacognition learning strategies (05 items, Cronbach's Alpha=0.65), and emotional-social support learning strategies (07 items, Cronbach’s Alpha=0.61). The total Cronbach’s Alpha reliability coefficient of the complete scale was 0.84 achieved from the pilot study of 09 participants. Several researchers in different contexts and cultures (e.g., Almoslamani, 2022; Jiménez et al. 2018) already established the validity of the scale through factors analysis therefore; the current researchers did seek the validity of the scale. Findings revealed that overall all the participants were in favor of all three learning strategies to use them always for lecture learning because the overall mean score 3.27. It meant that the respondents were always engaged in all three learning strategies. Findings further revealed that of the three learning strategies, the emotional-social support learning strategy (Highest mean score=3.44, Rank=1) was mostly preferred and was always used while the micro learning strategy (Lowest mean score=3.12, Rank=3) was the least preferred and was often used for learning of the lesson. Results were discussed and recommendations were given in light of past literature. Keywords: Learning Strategies, preservice teachers, metacognition learning strategies, emotional-social support learning strategies.

The impact of learning strategies on the academic achievement of university students in Saudi Arabia

PurposeThis study aimed to investigate the learning strategies adopted by Saudi university students and explore the differences in the use of learning strategies due to gender and academic achievement.Design/methodology/approachThe study utilized a cross-sectional descriptive analytic approach and adopted the brief “ACRA-C” learning strategies scale. The study sample consisted of 365 students enrolled at a Saudi university selected using the random clustering technique.FindingsThe study revealed that microstrategies and study habits are the most preferred strategies by Saudi university students. Statistically significant differences in the use of learning strategies were found between male and female students in favor of the female students. The study also found that learning strategies are a significant predictor of students' academic achievement.Research limitations/implicationsThe study was limited to one college in one Saudi university. Future studies should use larger samples from different colleges and universities in Saudi Arabia and incorporate a variety of measures of academic achievement, such as students' grades in specific courses rather than the overall grade average.Originality/valueWhile there are a number of studies that investigated the use of learning strategies by students, there is a lack of such research in the higher education context of Saudi Arabia. Hence, the current study contributes to closing this gap in the literature by looking at the use of learning strategies by university students in Saudi Arabia and the relationship between strategy use, gender and academic achievement.

Estratégias de aprendizagem utilizadas nos cursos de formação de professores: Um estudo com estudantes do Instituto Superior de Ciências de Educação do Huambo

In the current context, given the amount of information that is generated at each moment and the ease of access to it, students are expected to have a variety of learning strategies to better conduct their learning. This study aimed to ascertain the learning strategies used by students who attended Biology and Geography Teaching courses in the academic year 2018, at the Higher Institute of Educational Sciences of Huambo (ISCED-Huambo). 60 students from the 4th year participated, enrolled for the pedagogical internship. Data were collected using a Likert-type Learning Strategy Scale composed of 48 items. Data collection was carried out in person. For data analysis, the frequencies presented by the participants in relation to the use of cognitive, metacognitive learning strategies and absence of strategy were calculated. It was found that students have superficial knowledge about learning strategies and a series of cognitive and metacognitive strategies have not been used frequently and regularly. It is expected that the results of this study will contribute to reflections not only by the students, but also by the teaching staff, aiming to strengthen the quality of training that is provided in the level of teacher training courses and to find methodologies that allow students to know the various strategies learning, knowing when and how to use them.

Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners.

The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners’ SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners’ SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.