Causal Analysis of Self-Regulated Learning Strategies Used by Adult Students in University Online Courses

Abstract

In the study reported in this paper, we conducted panel surveys using a self-regulated learning strategies scale among adult students taking basic education correspondence courses through e-learning. The results revealed five self-regulated learning strategies, namely (1) reflecting on learning methods, (2) devising learning methods, (3) asking peers, (4) developing learning plans, and (5) rewarding oneself. Learning strategy usage was largely unaltered after six months. In terms of causal relationships between learning strategies, covariance structure analysis revealed that (1) reflecting on learning methods influenced (3) asking peers and (4) developing learning plans; and that (4) developing learning plans influenced (2) devising learning methods and (5) rewarding oneself. The findings suggest that a cycle of self-regulated learning can be induced among adult students in a university correspondence course by encouraging them to reflect on learning methods.