Structural relationships between self-regulated learning, teachers’ credibility, information and communications technology literacy and academic performance in blended learning

Abstract

This study investigated the structural relationships between self-regulated learning, teachers’ credibility, information and communications technology (ICT) literacy and academic performance in blended learning. The study sample comprised of 449 undergraduates who completed blended courses within the past 3 years and consisted of 53% males (N = 238) and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire examining their self-regulated learning, perceptions of their teachers’ credibility, ICT literacy, academic performance and demographic background. Path analyses indicated that the relationship between subscales of teacher credibility (caring and trustworthiness) significantly related to academic performance except for competence. In addition, caring positively predicted trustworthiness, and ICT literacy predicted self-regulated learning. Self-regulated learning positively related to caring, trustworthiness and academic performance. The findings also highlighted that both caring and trustworthiness mediated the impact of self-regulated learning on academic performance.

Implications for practice or policy:

• College teachers can improve students’ academic performance by enhancing students’ perception about their caring and trustworthiness.
• College teachers may need to give more opportunity for students to self-regulate their learning.
• College teachers can express care towards their students to improve individual relationships as well as affect the broader climate and then gain the students’ trust.
• College governors may consider making policies to guide teachers to attach more importance to their teaching.