Self-Regulated Learning as Determinants

of Students Performance in
Blended Learning

Inosanto, Kate Franzesca B.

Legados, Graciela Roma V.
Lumawag, Lorraine V.

2016

Statement of the Problem

This study aims to produce an answer on the following problem:
1. Is self regulated learning a determinant in students performance blended learning?
2. What are the factors affecting the self-regulation of the student in blended learning and in
traditional face-to-face to learning?
3. What is the effect of self regulated learning to the students performance under blended
learning?

Significance of the Study

The findings of this study will redound to the benefit of society considering that this study
focuses on the students self-regulation towards blended learning approach.
This study helps the students to understand how blended learning is different from the
traditional face-to-face learning. And this study aims to make the student monitor their own
performance and the worth of our actions on the basis of our goals we have set.
This study can also spread awareness of blended learning in our country. It also aims to
know whether internal or external factors affect students self-regulation towards blended
learning approach.

Theoretical Framework

Control-value theory
Pekrun (2000, 2006) has developed control-value theory, a comprehensive, integrative
approach to understanding emotions in education. Control-value theory groups achievement
emotions by their valence (positive vs. negative, or pleasant vs. unpleasant); degree of activation
(activating vs. deactivating); and object focus, as described above (activity vs. outcome; Pekrun
et al. 2007).
Pekruns (2000, 2006) control-value theory posits that achievement emotions are
proximally determined by an individuals cognitive appraisal of control and value. Control
appraisals relate to the perceived controllability of achievement activities and their outcomes.
These appraisals are often indicated by expectations and competence perceptions, such as selfefficacy (i.e., task-specific self-confidence) and self-concepts of ability, respectively. Value
appraisals pertain to the subjective value or importance of these activities and outcomes, and can
be intrinsic (e.g., an innate interest in math) or extrinsic (e.g., valuing an activity because it is
likely to bring some external reward)
The second cognitive pathway linking emotions with learning and performance is
through the use of different cognitive and metacognitive thinking and learning strategies, which
then result in different types of performance outcomes (Pekrun 2006).
Components affecting Blended Learning
The major components that affect blended learning and self-regulation have been
discussed by Pekrun (2007) in the theory of Control-value theory

According to the control-value theory (Pekrun et al., 2007), students emotions are
thought to influence their self-regulated learning and their motivation, which in turn affect
academic achievement. This would suggest that self-regulated learning and motivation mediate
the effects of emotions on academic achievement.
Researchers in achievement emotions have assumed that positive emotions enhance
students self-regulated learning and negative emotions facilitate reliance on external guidance
(Pekrun et al., 2007). Their findings have shown that enjoyment, hope, and pride positively relate
to self-regulated learning, whereas hopelessness and boredom relate negatively to self-regulated
learning (Linnenbrink, 2007; Pekrun et al., 2011)
Transactional Distance Theory
Moore (1993) developed transactional distance theory as a descriptive framework for
understanding distance education programs. Moores theory consists of three primary descriptive
variables: interaction (dialogue), structure, and autonomy. He contended that these three
interrelated variables are characteristic of all distance programs. While interaction and structure
concern primarily how a distance course is designed and conducted, and hence belong to the
course designers and instructors, the third variable, autonomy, is centered on distance learners
themselves and their ability to control their own learning.
Numerous distance education researchers have identified learner autonomy as an
important factor in academic success (Holmberg, 1995; Jung, 2001; Kearsley, 2000; Keegan,
1996; Peters, 1998).
Self-Regulated Learning

Zimmerman (2000) regards self-regulation as thoughts, feelings and actions that are
planned and adapted to the attainment of personal goals. Self-regulated learning is an important
construct in education which consists of three general aspects of academic learning such as
behavior, motivation and cognition (Zimmerman, 1998). Zimmerman (1989) specified three
characteristics of self-regulated learning.
Self-regulation of cognition embraces the control of various cognitive strategies for
learning, such as the use of deep processing strategies that lead to better learning and
performance (Garcia & Pintrich, 1994).

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Learning.

Advance

Online

Publication.

http://www.irrodl.org/index.php/irrodl/article/view/189/271

Retrieved

from

Ting, K., & Chao, M. (2013). The Application of Self-Regulated Strategies to Blended Learning.
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