Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach

Yujun Jiang, Ping Wang, Qiang Li and Yingji Li ()
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Yujun Jiang: School of Language and Culture, Swan College, Central South University of Forestry and Technology, Changsha 410211, China
Ping Wang: School of Economics and Management, Technology and Business University, Zhengzhou 451400, China
Qiang Li: School of Economics and Management, Shanghai Technical Institute of Economics and Information, Shanghai 201411, China
Yingji Li: School of Humanities and Management, Yunnan University of Chinese Medicine, Kunming 650500, China

Sustainability, 2022, vol. 14, issue 16, 1-19

Abstract: This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support (PTS). It studies how these variables affect students’ attitude toward SRL within BLS, directly or indirectly. The proposed model is validated by employing a partial least squares structural equation modeling approach (PLS-SEM) based on the valid data collected from 604 students from three private universities in China. The results suggest that (a) the constructs, including the PTS and TPB (attitude, subjective norm and perceived behavior control), have a positive impact on student attitude toward SRL within BLS; (b) SRL attitude has a positive intermediary effect on the relationship between PTS and SRL intention, and between MS and SRL intention, respectively; (c) perceived behavior control (PBC) has a positive intermediary effect on the relationship between MS and SRL intention; (d) subjective norm (SN) has a positive intermediary effect on the relationship between PTS and SRL intention. The findings have useful implications for teachers, higher institution administrators, researchers, and higher education policy-makers in enhancing students’ learning within the blended learning context.

Keywords: theory of planned behavior; blended learning setting; self-regulated learning; perceived teacher support; major satisfaction; partial least squares structural equation modeling (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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