Linhui Gu
ABSTRACT
This study is based on Self-Determination Theory and explores the self-regulation and perceived autonomy support of Chinese college students in online learning in higher education. A mixed research method was used, including student surveys and semi-structured interviews. The participants were students studying French at a university in Guangxi, a province in southern China where the development of information technology in higher education is relatively lagging, but remote education and online learning have rapidly developed during the COVID-19 pandemic. The results show a strong positive correlation between autonomous regulation and learning outcomes, as well as a moderate positive correlation between autonomous regulation and perceived autonomy support. There is also a strong positive correlation between controlled regulation and learning outcomes. In contrast to previous studies, it was found in interviews with students who had poor grades that their self-monitoring and levels of controlled regulation were weak, and their perceived autonomy support was also weak. They found it difficult to keep up and felt disconnected from online courses during the COVID-19 pandemic. Furthermore, the study also found that the reason why Chinese students with good grades have high levels of both autonomous regulation and controlled regulation. These findings have important implications for the development of information technology in Chinese higher education and the improvement of self-regulation ability and perceived autonomy support for students in online education.
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Index Terms
- Self-Determination and Online Learning: A Study of Chinese Undergraduate Students in Higher Education
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