Investigating Human Side Factors on Middle School Students' Self-Regulated Learning in the Smart Classroom Environment

Abstract

This study aimed to examine the relationship between middle school students' self-regulated learning and key human side factors (self-efficacy, information literacy, and teacher support) in the smart classroom environment. A questionnaire was conducted in a middle school in the northwest of China. A total number of 173 valid responses were analyzed. Pearson correlation analysis results showed significant correlations among students' self-regulated learning, self-efficacy, information literacy, and teacher support. Multiple regression analysis results showed that students' self-regulated learning was predicted by self-efficacy, information literacy, and teacher support.