Unveiling Self-regulation in the Online Environment as a Predictor of Academic Performance and Satisfaction

Abstract

The concept of self-regulated learning (SRL) has not been comprehensively explored in Isabela State University-Echague (ISU-E), and there is still relatively little information available regarding this topic in online settings. Hence, this study represents a significant milestone in understanding this concept in this particular context. This paper presents a quantitative analysis of multidimensional relations of SRL in an online learning environment to predict academic performance and academic satisfaction using five dimensions, specifically environmental structuring, goal setting, computer self-efficacy, social dimension, and metacognitive strategies. Using purposive sampling method, 357 students from various colleges of ISU-E were selected as the study respondents. Multiple regression analysis proved that goal setting and computer self-efficacy have a positive impact on the academic performance of students, while revealing that only environmental structuring and social dimensions have a significant relationship with academic satisfaction. This implies that students are self-conscious of their abilities and what things they need to improve on, however, this leads to setting unrealistic goals promoting dissatisfaction. This mirrors the need for a more adaptive teaching approach or strategies that are geared and tailored towards the improvement of students’ ability to prepare and restructure their places before synchronous or asynchronous classes or hybrid setup. These findings contribute to enhancing academic support strategies in higher education institutions (HEIs).