The Relationship between Self-Regulated Learning and After-School Digital Learning Behaviors and Their Impact on Learning Outcomes

Yu-Chieh Chen｜Teacher, Nanshan High School, New Taipei City, Taiwan｜M11111904@mail.ntust.edu.tw
Cathy Weng*｜Professor, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei City, Taiwan｜cathyhaien@hotmail.com
*Corresponding author

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▌Abstract

This study investigates the relationship between seventh-grade students’ self-regulated learning (SRL) abilities, after-school digital learning behaviors, and learning outcomes. Questionnaires and academic performance analyses were conducted on 120 students from a private junior high school. The results show that: (1) students’ SRL abilities, especially goal orientation, self-efficacy, metacognitive self-regulation, and resource management strategies, are significantly positively correlated with their digital learning system usage behaviors; (2) certain SRL elements and digital learning behaviors have significant positive correlations with academic performance, with metacognitive self-regulation and frequency of using the system’s self-assessment feature being the strongest predictors; (3) students’ digital learning behaviors are significantly negatively correlated with internet addiction tendencies. The findings suggest the importance of fostering students’ SRL abilities, designing supportive digital learning environments, and encouraging active use of digital tools to enhance learning autonomy, academic performance, and prevent internet addiction.

Keywords: Self-regulated Learning, Digital Learning behavior, Learning Outcomes, Junior High School Students, Internet Addiction