Students’ Self-regulated Learning in Synchronous Distance Education：A Control-value Perspective
Abstract: Synchronous distant education is receiving growing attention in higher education, especially during the Covid-19 pandemic. Self-regulation is recognized as a critical factor for successful synchronous online learning for the students need to keep the learning pace and learning progress with the course schedule and their peer students. Guided by the control-value theory, the purpose of this study was to explore the relationship among self-regulation and students’ non-cognitive factors including task value, self-efficacy and academic emotion. With a survey of 189 college students who registered for synchronous online courses, this study found that task value and self-efficacy positively impact self-regulated learning. Moreover, enjoyment emotion mediates the impact of task value and self-efficacy on self-regulated learning. The findings of this study highlight the importance of academic emotions. Implications of implementing synchronous online course were also discussed.