Research on the Influence of College Student’s Self-Regulation Strategies in Online Classroom on the Academic Satisfaction Based on the Educational Innovation Concept: A Case Study from the Weifang University of Science and Technology


Online Classroom
Self-regulation Strategies
Academic Satisfaction


This study sought to explore the impact of learners' self-regulation strategies
on academic satisfaction in an online classroom teaching and learning context. Due to
the epidemic, the teaching mode was shifted from the traditional offline classroom to
online, but the change in teaching mode did not affect students' learning, and the
online classroom required more self-control from students. In addition, the online
classroom is closely linked to students' ability to self-regulate their learning, which in
turn has an impact on their academic satisfaction and, consequently, on their attitudes
towards future employment, which in turn affects their academic performance.
Therefore, there is an urgent need to address the issue of how to enable university
students to learn to self-regulate their learning, enhance their academic satisfaction,
improve the quality of higher education and promote an increase in employment rates.
The purpose of this study is to explore what effect self-regulated learning
ability has on college students' academic satisfaction in an online classroom
environment. The study was conducted with a sample of college students enrolled in
Weifang Institute of Science and Technology majoring in marketing. Data were collected
mainly by questionnaires and valid samples were analyzed by descriptive statistics, ttest,
analysis of variance and regression analysis to obtain the following results. There were no significant differences in students' self-regulation strategies and
academic satisfaction according to gender. The effect of grade on self-regulation
strategies and academic satisfaction was significant, with sophomore and senior
students having higher mean values of self-regulation strategies and academic
satisfaction than the other two grades. In addition, the hypothesis that there is a
significant positive relationship between self-regulation strategies and their dimensions
and academic satisfaction is valid, indicating that the higher the self-regulation learning
ability of university students, the higher the academic satisfaction of students.

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