A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning

Haoyuan Zheng; Xiner Wang; Jiahua Zheng

doi:10.47297/wspiedWSP2516-250016.20250904

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A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning

Volume 9, Issue 4

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A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning
A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning
1.School of Teacher Education , Guangzhou Huashang College, Guangzhou, Guangdong, 51000 China
2.Zhejiang University of Finance and Economics, Hangzhou, Zhejiang, 310018, China
Vol. 9, Issue 4, Pages: 80-85(2025)
Published：23 April 2025
DOI：10.47297/wspiedWSP2516-250016.20250904
Accepted：

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Zheng Haoyuan,Wang Xiner,Zheng Jiahua.A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning[J].Journal of International Education and Development,2025,09(04):80-85.
DOI：

Zheng Haoyuan,Wang Xiner,Zheng Jiahua.A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning[J].Journal of International Education and Development,2025,09(04):80-85. DOI： 10.47297/wspiedWSP2516-250016.20250904.

摘要

Abstract

This study

framed by Zimmerman's Theory of Self-Regulated Learning

explores the self-regulated learning behaviors of lower-year undergraduate students majoring in preschool education in an online learning context. A questionnaire survey was conducted among 96 students to analyze their performance across six dimensions

including environment structuring

goal setting

and time management. The results indicate that students performed well in environment structuring and help-seeking but showed relative weaknesses in goal setting and task strategies. Grade difference analysis revealed that second-year students significantly outperformed first-year students in task strategies and time management

reflecting the distinctive characteristics of lower-year students during their learning adaptation period. Based on the findings

this study proposes recommendations for optimizing goal setting

strengthening task strategies

and improving learning environment management and time management.

关键词

Keywords

references

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