Cargando…

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of o...

Descripción completa

Detalles Bibliográficos
Autores principales:	Liu, Xiaohong, He, Wei, Zhao, Li, Hong, Jon-Chao
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8481384/ https://www.ncbi.nlm.nih.gov/pubmed/34603169 http://dx.doi.org/10.3389/fpsyg.2021.752131

Ejemplares similares

Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown
por: Hong, Jon-Chao, et al.
Publicado: (2021)

Parental Social Comparison Related to Tutoring Anxiety, and Guided Approaches to Assisting Their Children's Home Online Learning During the COVID-19 Lockdown
por: Yang, Qiuyue, et al.
Publicado: (2021)

The Selectivity and Suitability of Online Learning Resources as Predictor of the Effects of Self-Efficacy on Teacher Satisfaction During the COVID-19 Lockdown
por: Zhu, Yonghai, et al.
Publicado: (2022)

High School Students' Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic
por: Hong, Jon-Chao, et al.
Publicado: (2021)

The impact of self-regulated learning strategies on academic performance for online learning during COVID-19
por: Xu, Ling, et al.
Publicado: (2022)

Editorial: Self-regulated learning in online settings
por: Galvao De Barba, Paula, et al.
Publicado: (2022)

Psychological Impact of the Lockdown in Italy Due to the COVID-19 Outbreak: Are There Gender Differences?
por: Rania, Nadia, et al.
Publicado: (2021)

Gender differences in school achievement: The role of self-regulation
por: Weis, Mirjam, et al.
Publicado: (2013)

Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic
por: Biwer, Felicitas, et al.
Publicado: (2021)

Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning
por: Miao, Jia, et al.
Publicado: (2022)

Students' Attitudes Toward Online Music Education During the COVID 19 Lockdown
por: Rucsanda, Mǎdǎlina Dana, et al.
Publicado: (2021)

Salesperson Self-Regulated Learning and Online Customers’ Patronage: An Ambidexterity Perspective
por: Han, Bing, et al.
Publicado: (2021)

Gender Differences in the Impact of COVID-19 Lockdown on Potentially Addictive Behaviors: An Emotion-Mediated Analysis
por: Attanasi, Giuseppe, et al.
Publicado: (2021)

Emotional Reactivity and Emotion Regulation Among Young Adults During COVID-19 Lockdown: The Moderating Role of Gender and Engagement in Sports
por: Mladenović, Marijana, et al.
Publicado: (2021)

Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?
por: Hadwin, Allyson F., et al.
Publicado: (2022)

Self-regulated learning: A key factor in the effectiveness of online learning for second language learners
por: Yu, Bo
Publicado: (2023)

University Students and Their Ability to Perform Self-Regulated Online Learning Under the COVID-19 Pandemic
por: Klimova, Blanka, et al.
Publicado: (2022)

Dispositional mindfulness and mental health among Chinese college students during the COVID-19 lockdown: The mediating role of self-compassion and the moderating role of gender
por: Zhang, Dan, et al.
Publicado: (2023)

Gender Difference in Psychological, Cognitive, and Behavioral Patterns Among University Students During COVID-19: A Machine Learning Approach
por: Zhao, Yijun, et al.
Publicado: (2022)

Chinese EFL University Students’ Self-Efficacy for Online Self-Regulated Learning: Dynamic Features and Influencing Factors
por: Xu, Qi, et al.
Publicado: (2022)

Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender
por: Li, Xia, et al.
Publicado: (2022)

Online Self-Regulated Learning Profiles: A Study of Chinese as a Foreign Language Learners
por: Lin, Lin, et al.
Publicado: (2021)

Online vs. Classroom Learning: Examining Motivational and Self-Regulated Learning Strategies Among Vocational Education and Training Students
por: Quesada-Pallarès, Carla, et al.
Publicado: (2019)

Lockdown Social Isolation and Lockdown Stress During the COVID-19 Pandemic in China: The Impact of Mindfulness
por: Li, Jianfeng, et al.
Publicado: (2022)

Supporting Team Reflexivity During the COVID-19 Lockdown: A Qualitative Study of Multi-Vision Groups In-person and Online
por: Parrello, Santa, et al.
Publicado: (2021)

Effects of Pandemic on Feelings of Depression in Italy: The Role of Age, Gender, and Individual Experiences During the First Lockdown
por: Arpino, Bruno, et al.
Publicado: (2021)

Chinese College Students Have Higher Anxiety in New Semester of Online Learning During COVID-19: A Machine Learning Approach
por: Wang, Chongying, et al.
Publicado: (2020)

Changes in Parents’ Home Learning Activities With Their Children During the COVID-19 Lockdown – The Role of Parental Stress, Parents’ Self-Efficacy and Social Support
por: Oppermann, Elisa, et al.
Publicado: (2021)

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support
por: Korlat, Selma, et al.
Publicado: (2021)

Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior
por: Bellhäuser, Henrik, et al.
Publicado: (2022)

Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns
por: Pozo, Juan-Ignacio, et al.
Publicado: (2021)

Meaning in life and adolescent self-control: Effect of perceived social support and its gender differences
por: Liu, Yafei, et al.
Publicado: (2022)

Predictors of Learning Engagement in the Context of Online Learning During the COVID-19 Pandemic
por: Stan, Maria Magdalena, et al.
Publicado: (2022)

The impact of self-compassionate mindfulness on online learning behavioral engagement of international students during COVID-19: Positive emotion and self-improvement motivation as mediators
por: Chen, Junmei, et al.
Publicado: (2022)

Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course
por: Sun, Jerry Chih-Yuan, et al.
Publicado: (2023)

Impact of COVID-19 lockdown in a biomedical research campus: A gender perspective analysis
por: Izquierdo-Useros, Nuria, et al.
Publicado: (2022)

Collective Effervescence, Self-Transcendence, and Gender Differences in Social Well-Being During 8 March Demonstrations
por: Zumeta, Larraitz N., et al.
Publicado: (2020)

Embedded self-conceptualization and social learning in online social networking platforms
por: Yu, Yan
Publicado: (2022)

Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning
por: Guo, Wenjuan
Publicado: (2020)

Austrian College Students’ Experiences With Digital Media Learning During the First COVID-19 Lockdown
por: Kovacs, Carrie, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_ni1d2k6ovdr5tkecfp1255jchb