2026-10-06T08:25:05Z https://api.figshare.com/v2/oai

oai:figshare.com:article/34069077 2026-10-05T10:14:29Z category_129 portal_316 item_type_3 month_year_10_2026

Supplementary file 2_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.docx Ngoc Phu Nguyen (25311309) Quoc Giang Tran (25311312) Tan Dat Truong (25311315) Education covariance-based structural equation modeling digital learning explanatory sequential mixed methods online learning self-efficacy perceived academic performance perceived cognitive performance self-regulated learning Vietnam Introduction<p>This explanatory sequential mixed-methods study examined associations of self-regulated learning (SRL) and online learning self-efficacy with perceived academic and cognitive performance among undergraduates recruited from five Vietnamese universities.</p>Methods<p>The quantitative phase analyzed 685 complete survey responses obtained through quota-guided convenience sampling and tested a four-construct covariance-based structural equation model. The qualitative phase involved 24 interview participants purposively selected from the survey pool to contextualize the observed structural associations.</p>Results<p>The measurement model showed good fit on the retained indices (χ²/df = 2.15, CFI = .962, TLI = .958, RMSEA = .041, SRMR = .038). SRL was positively associated with perceived academic performance (β = .51) and perceived cognitive performance (β = .44), while online learning self-efficacy was associated with perceived academic performance (β = .24) and perceived cognitive performance (β = .36), all p < .001. The model accounted for 49.5% and 52.1% of the variance in the two outcomes, respectively. Interview accounts described SRL through scheduling, micro-deadlines, monitoring, distraction control, and strategy revision, whereas online learning self-efficacy was reflected in willingness to initiate tasks, explore unfamiliar tools, seek help, and persist through technological difficulty.</p>Discussion<p>The study contributes a theoretically integrated account of learner agency grounded in SRL theory, Social Cognitive Theory, and Self-Determination Theory. Because the design was cross-sectional and the sample was nonprobability-based, the findings are interpreted as sample-specific associations rather than causal or nationally representative effects.</p> 2026-10-05T10:14:29Z Dataset Dataset 10.3389/feduc.2026.1864199.s001 https://figshare.com/articles/dataset/Supplementary_file_2_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_doc/34069077 CC BY 4.0