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

Author

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  • Yujun Jiang

    (School of Language and Culture, Swan College, Central South University of Forestry and Technology, Changsha 410211, China
    Faculty of Public Administration and Social Studies, Stamford International University, Bangkok 10250, Thailand)

  • 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)

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.

Suggested Citation

  • Yujun Jiang & Ping Wang & Qiang Li & Yingji Li, 2022. "Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach," Sustainability, MDPI, vol. 14(16), pages 1-19, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:10140-:d:889308
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    References listed on IDEAS

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    2. Andrew Pritchard & Julie Fudge & Elizabeth Crisp Crawford & Jeremy Jackson, 2018. "Undergraduate choice of major and major satisfaction: an expanded role for personality measures," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 28(2), pages 155-174, July.
    3. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    4. Xiong, Weiyan & Yang, Jiale & Shen, Wenqin, 2022. "Higher education reform in China: A comprehensive review of policymaking, implementation, and outcomes since 1978," China Economic Review, Elsevier, vol. 72(C).
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    Cited by:

    1. Kleopatra Nikolopoulou, 2023. "Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study," Sustainability, MDPI, vol. 15(16), pages 1-15, August.
    2. Yujun Jiang & Huying Liu & Yuna Yao & Qiang Li & Yingji Li, 2023. "The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach," Sustainability, MDPI, vol. 15(3), pages 1-19, January.

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