IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i11p6571-d825720.html
   My bibliography  Save this article

Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example: The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness

Author

Listed:
  • Hsien-Hua Yu

    (Department of Industrial Education, National Taiwan Normal University, Taipei 106, Taiwan)

  • Ru-Ping Hu

    (Department of Industrial Education, National Taiwan Normal University, Taipei 106, Taiwan)

  • Mei-Lien Chen

    (Department of Industrial Education, National Taiwan Normal University, Taipei 106, Taiwan)

Abstract

Since the global COVID-19 pandemic began, online learning has gained increasing importance as learners are socially isolated by physical and psychological threats, and have to face the epidemic and take preventive measures to ensure non-stop learning. Based on socially situated cognition theory, this study focused on exploring the relevance of online learning ineffectiveness (OLI) predicted by self-regulated learning (SRL) in different phases of learning (preparation, performance, and self-reflection) and its interaction with mind-unwandered during the COVID-19 pandemic. The subjects of the study were senior general high and technical high school students. After completing the online questionnaire, the PLS-SEM method of the structural equation model was used to analyze the data. Results demonstrated that self-regulation in two phases of preparation (i.e., cognitive strategy and emotional adjustment) and performance (i.e., mission strategy and environmental adjustment) in SRL are positively related to mind-unwandered in online learning. Moreover, mind-unwandered in online learning was positively related to the self-reflection phase (i.e., time management and help-seeking) of SRL. Additionally, self-reflection of SRL was negatively related to online learning ineffectiveness. PLS assessments found that the preparation and performance sub-constructs of SRL were negatively related to online learning ineffectiveness mediated by mind-unwandered and self-reflection of SRL. The results suggest that teachers can enhance their students’ self-regulation in online learning, and assist them in being more mind-unwandered in online learning.

Suggested Citation

  • Hsien-Hua Yu & Ru-Ping Hu & Mei-Lien Chen, 2022. "Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example: The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness," Sustainability, MDPI, vol. 14(11), pages 1-14, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6571-:d:825720
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/11/6571/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/11/6571/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. van Herk, H. & Poortinga, Y.H. & Verhallen, T.M.M., 2004. "Response styles in rating scales : Evidence of method bias in data from 6 EU countries," Other publications TiSEM c8befc7a-f2f4-44cf-b2fc-b, Tilburg University, School of Economics and Management.
    2. Demetriou, Andreas & Kazi, Smaragda & Makris, Nikolaos & Spanoudis, George, 2020. "Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence," Intelligence, Elsevier, vol. 79(C).
    3. Panigrahi, Ritanjali & Srivastava, Praveen Ranjan & Sharma, Dheeraj, 2018. "Online learning: Adoption, continuance, and learning outcome—A review of literature," International Journal of Information Management, Elsevier, vol. 43(C), pages 1-14.
    4. Cristofaro, Matteo, 2020. "“I feel and think, therefore I am”: An Affect-Cognitive Theory of management decisions," European Management Journal, Elsevier, vol. 38(2), pages 344-355.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Xuemei Zhu & Qian Gong & Qi Wang & Yongjie He & Ziqi Sun & Feifei Liu, 2023. "Analysis of Students’ Online Learning Engagement during the COVID-19 Pandemic: A Case Study of a SPOC-Based Geography Education Undergraduate Course," Sustainability, MDPI, vol. 15(5), pages 1-15, March.
    2. Kapo Wong & Siushing Man & Alan H. S. Chan, 2022. "Subjective Wellbeing and Work Performance among Teachers in Hong Kong during the COVID-19 Pandemic: Does Autonomy Support Moderate Their Relationship?," Sustainability, MDPI, vol. 14(19), pages 1-14, September.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Sergio Cesare Masin & Michele Vicovaro, 2023. "Sources of uncertainty in functional measurement methodology," Quality & Quantity: International Journal of Methodology, Springer, vol. 57(2), pages 1185-1205, April.
    2. Matteo Cristofaro & Maria José Sousa & José Carlos Sanchéz-Garcia & Aron Larsson, 2021. "Contextualized Behavior for Improving Managerial and Entrepreneurial Decision-Making," Administrative Sciences, MDPI, vol. 11(1), pages 1-5, February.
    3. De Silva, Muthu & Rossi, Federica & Yip, Nick K.T. & Rosli, Ainurul, 2021. "Does affective evaluation matter for the success of university-industry collaborations? A sentiment analysis of university-industry collaborative project reports," Technological Forecasting and Social Change, Elsevier, vol. 163(C).
    4. Sameera Butt & Asif Mahmood & Saima Saleem & Shah Ali Murtaza & Sana Hassan & Edina Molnár, 2023. "The Contribution of Learner Characteristics and Perceived Learning to Students’ Satisfaction and Academic Performance during COVID-19," Sustainability, MDPI, vol. 15(2), pages 1-28, January.
    5. Dwi Prasetyanto & Muhamad Rizki & Yos Sunitiyoso, 2022. "Online Learning Participation Intention after COVID-19 Pandemic in Indonesia: Do Students Still Make Trips for Online Class?," Sustainability, MDPI, vol. 14(4), pages 1-18, February.
    6. Mohammed Abdullatif Almulla & Waleed Mugahed Al-Rahmi, 2023. "Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability," Sustainability, MDPI, vol. 15(5), pages 1-26, February.
    7. López, Rafael & Valarezo, Ángel & Pérez-Amaral, Teodosio, 2023. "Unleashing the potential of online learning in Spain: An econometric analysis," Telecommunications Policy, Elsevier, vol. 47(6).
    8. Richard J. Arend, 2020. "Getting Nothing from Something: Unfulfilled Promises of Current Dominant Approaches to Entrepreneurial Decision-Making," Administrative Sciences, MDPI, vol. 10(3), pages 1-22, August.
    9. Chen, Qinian & Wang, Yiqing & Jiang, Ling & Gao, Tianjiao & Li, Pengyang & Ding, Yi & Xin, Guogang & Ma, Shuang & Guo, Jing & Wang, Xia & Wang, Xiaohua, 2024. "Vision problems and positive youth development: The mediating role of vision-related quality of life and the moderating role of self-control," Children and Youth Services Review, Elsevier, vol. 160(C).
    10. Gerhard Tutz & Moritz Berger, 2016. "Response Styles in Rating Scales," Journal of Educational and Behavioral Statistics, , vol. 41(3), pages 239-268, June.
    11. Shu-Ning Zhang & Guang-Xiu Jiang & Wen-Qi Ruan & Yong-Quan Li, 2023. "Technology External Cause or Individual Internal Cause? Multiple Ways to Improve the Online Learning Effectiveness of Tourism and Hospitality Management Students," SAGE Open, , vol. 13(3), pages 21582440231, August.
    12. Cunqi Han & Liqun Liu & Siyu Chen, 2022. "Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China," Sustainability, MDPI, vol. 14(14), pages 1-23, July.
    13. Weizhen Zhan & Zhenwu You, 2024. "Family communication patterns, self-efficacy, and adolescent online prosocial behavior: a moderated mediation model," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.
    14. Jesús García-Jiménez & Javier Rodríguez-Santero & Juan-Jesús Torres-Gordillo, 2020. "Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees," Sustainability, MDPI, vol. 12(23), pages 1-10, November.
    15. Anderson, Irina & Thoma, Volker, 2021. "The edge of reason: A thematic analysis of how professional financial traders understand analytical decision making," European Management Journal, Elsevier, vol. 39(2), pages 304-314.
    16. Sharmini Gopinathan & Anisha Haveena Kaur & Segaran Veeraya & Murali Raman, 2022. "The Role of Digital Collaboration in Student Engagement towards Enhancing Student Participation during COVID-19," Sustainability, MDPI, vol. 14(11), pages 1-23, June.
    17. Miocevic, Dario & Arslanagic-Kalajdzic, Maja & Kadic-Maglajlic, Selma, 2022. "Competition from informal firms and product innovation in EU candidate countries: A bounded rationality approach," Technovation, Elsevier, vol. 110(C).
    18. Matteo Cristofaro & Pier Luigi Giardino, 2020. "Core Self-Evaluations, Self-Leadership, and the Self-Serving Bias in Managerial Decision Making: A Laboratory Experiment," Administrative Sciences, MDPI, vol. 10(3), pages 1-23, September.
    19. Jerzy Wierzbinski & Anna O. Kuzminska & Grzegorz Krol, 2014. "Konsekwencje wyboru typu skali odpowiedzi w badaniach ankietowych (Consequences of using different types of rating scales)," Problemy Zarzadzania, University of Warsaw, Faculty of Management, vol. 12(45), pages 113-136.
    20. Andre A. Pekerti & Denni Arli, 2017. "Do Cultural and Generational Cohorts Matter to Ideologies and Consumer Ethics? A Comparative Study of Australians, Indonesians, and Indonesian Migrants in Australia," Journal of Business Ethics, Springer, vol. 143(2), pages 387-404, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6571-:d:825720. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.