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From Engagement to Performance: The Role of Effort Regulation in Higher Education Online Learning

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Title: From Engagement to Performance: The Role of Effort Regulation in Higher Education Online Learning
Language: English
Authors: Shuyun Han (ORCID 0000-0001-6207-2833), Zhaoli Zhang, Hai Liu, Weiliang Kong, Zengcan Xue, Taihe Cao, Jiangbo Shu
Source: Interactive Learning Environments. 2024 32(10):6607-6627.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Academic Achievement, Student Behavior, Self Management, Electronic Learning, Undergraduate Students, Undergraduate Study, High Achievement, Individual Differences, Foreign Countries, Basic Writing, Physical Education Teachers, Preservice Teachers, English (Second Language), Second Language Instruction, Low Achievement
Geographic Terms: China
DOI: 10.1080/10494820.2023.2273486
ISSN: 1049-4820
1744-5191
Abstract: Online learning democratizes and provides flexibility in accessing education, but it also places greater demands on students' self-regulated learning strategies. Previous studies have explored the important impact of effort regulation on academic performance. However, there remains more to explore on the dynamics of effort regulation among undergraduates and their group differences. This study investigates how the effort regulation of the learning process varies between achievement categories in an online learning environment using a sample of 240 undergraduates. Findings suggest that students in the high-achieving group had significantly higher effort regulation throughout the semester than their low-achieving counterparts on three dimensions: conversation, navigation, and click-through events. However, there were no significant differences in task time. Further test results also show that the high-performing students had significantly higher levels of engagement in all behaviours compared low-performing students during anaphase. Surprisingly, all students significantly lowered their effort levels near the final exam period. Results herein ultimately provide insight into the design of online learning environments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455851
Database: ERIC
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  Data: From Engagement to Performance: The Role of Effort Regulation in Higher Education Online Learning
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  Data: <searchLink fieldCode="AR" term="%22Shuyun+Han%22">Shuyun Han</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6207-2833">0000-0001-6207-2833</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhaoli+Zhang%22">Zhaoli Zhang</searchLink><br /><searchLink fieldCode="AR" term="%22Hai+Liu%22">Hai Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Weiliang+Kong%22">Weiliang Kong</searchLink><br /><searchLink fieldCode="AR" term="%22Zengcan+Xue%22">Zengcan Xue</searchLink><br /><searchLink fieldCode="AR" term="%22Taihe+Cao%22">Taihe Cao</searchLink><br /><searchLink fieldCode="AR" term="%22Jiangbo+Shu%22">Jiangbo Shu</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 21
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/10494820.2023.2273486
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
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  Data: Online learning democratizes and provides flexibility in accessing education, but it also places greater demands on students' self-regulated learning strategies. Previous studies have explored the important impact of effort regulation on academic performance. However, there remains more to explore on the dynamics of effort regulation among undergraduates and their group differences. This study investigates how the effort regulation of the learning process varies between achievement categories in an online learning environment using a sample of 240 undergraduates. Findings suggest that students in the high-achieving group had significantly higher effort regulation throughout the semester than their low-achieving counterparts on three dimensions: conversation, navigation, and click-through events. However, there were no significant differences in task time. Further test results also show that the high-performing students had significantly higher levels of engagement in all behaviours compared low-performing students during anaphase. Surprisingly, all students significantly lowered their effort levels near the final exam period. Results herein ultimately provide insight into the design of online learning environments.
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  Data: 2025
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  Data: EJ1455851
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        Value: 10.1080/10494820.2023.2273486
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      – Text: English
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        PageCount: 21
        StartPage: 6607
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: Individual Differences
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      – SubjectFull: China
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      – TitleFull: From Engagement to Performance: The Role of Effort Regulation in Higher Education Online Learning
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