Online learning self-efficacy and self-regulated learning in relation to perceived cognitive and academic performance in digital learning: an explanatory sequential mixed-methods study at five Vietnamese universities

An explanatory sequential mixed-methods study conducted across five Vietnamese universities investigated the relationships between self-regulated learning (SRL), online learning self-efficacy, and perceived academic and cognitive performance among undergraduate students. The research found that SRL positively correlated with perceived academic performance, while online learning self-efficacy was positively associated with both perceived academic and cognitive performance. These findings highlight the significant role of self-regulatory skills and confidence in digital learning environments.

This research provides empirical evidence of the critical roles that self-regulated learning and online learning self-efficacy play in student success within digital educational environments. Understanding these factors is vital for developing effective pedagogical strategies and support systems to enhance learning outcomes and student satisfaction in remote or hybrid settings.

The study employed an explanatory sequential mixed-methods design, including a quantitative phase with 685 survey responses and a qualitative phase with 24 interviews.

Forward consideration, not a verified fact.