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AN ANALYSIS OF SELF-REGULATED LEARNING STRATEGIES, ACADEMIC PERFORMANCE, AND SATISFACTION AMONG RECENT ONLINE HIGH SCHOOL GRADUATES Jenifer Lee Price Old Dominion University, 2017 Director: Dr. Tian Luo Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g., higher and lower) and satisfaction (e.g., satisfied and dissatisfied) levels to help identify which self-regulated learning (SRL) skills were most critical for 102 recent graduates of online high schools. A mixed-methods design was employed to determine use of SRL strategies and to better understand participant experiences while learning online. Responses to surveys, open-ended questions, and ten follow-up interviews were compared and contrasted to assess the level of corroboration between quantitative and qualitative data in this study. There were three main findings in this study. First, the relationship between SRL and academic performance was not statistically significant. Second, the ER means were higher in both academic performance groups, but not statistically significant. Third, there was a strong positive and statistically significant relationship between SRL and satisfaction. Future areas of research were suggested and insights were offered to secondary and postsecondary level practitioners.

An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.