Effectiveness of Students’ Self-Regulated Learning during the COVID-19 Pandemic
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Abstract
Self-regulated learning means that learners can set their own learning goals, determine content and progress, choose skills and methods, monitor the entire process, and conduct self-assessment. During the COVID-19 Pandemic, students’ self-regulated learning became the main learning method, but whether this learning method is effective remains to be tested. This study used 8th grade students from four middle schools in Changyuan County, Henan Province of China as objects, and explored the effects of self-regulated learning for students in special periods through educational experiments, and on this basis, proposed methods that would be more suitable for students self-regulated learning. A total of 2,536 students in the 8th-grade of the four middle schools, including 1,270 in the experimental group and 1,266 in the control group were selected. Through SPSS20.0, the pre- and post-test results of the two groups are analyzed and found: (i). Under a special period of background, self-regulated learning of some subjects is effective; (ii). Compared with self-regulated watching teachers live on the Internet platform Learning method, using protocol-guided learning for self-regulated learning, students learn better. Therefore, we suggest that: (i). Teachers should guide students to carry out self-regulated learning according to the characteristics of the discipline; (ii). Teachers should choose self-regulated learning materials and methods suitable for students according to their academic conditions.
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Self-Regulated Learning, SARS-CoV-2, Protocol-Guided Learning, Learning Effectiveness, Middle School
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