International Journal of Academic Research in Progressive Education and Development

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Online Learning Satisfaction and Self-Regulated Learning Skills among Chinese Vocational College Students: A Mixed-Methods Study

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This study examined the relationship between online learning satisfaction and self-regulated learning (SRL) skills among vocational college students in China. A quantitatively driven mixed-methods design was used. Questionnaire data were obtained from 151 students, and semi-structured interviews were conducted with seven students. Online learning satisfaction was measured with six items covering content quality, instructor interaction, and platform usability; SRL was measured with six items covering time management, self-monitoring, and goal setting. Both scales showed high internal consistency (Cronbach’s ? = .886 and .931). Students reported generally positive satisfaction (M = 3.96) and SRL skills (M = 3.97). Online learning satisfaction was positively correlated with SRL skills, r = .567, p < .001. Simple linear regression showed that satisfaction significantly predicted SRL skills, B = .541, SE = .064, ? = .567, t = 8.397, p < .001, explaining 32.1% of the variance (R² = .321; adjusted R² = .317). Interviews indicated that clear content, timely feedback, and reliable platform functionality supported planning and monitoring, whereas unclear materials, limited interaction, and technical disruptions hindered study routines. The findings support integrating learning-environment quality with explicit SRL support in vocational online and blended education. The cross-sectional results indicate association rather than causation.
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