Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement

Positive perceptions of online course communications and collaboration have been associated better academic outcomes while self-regulatory learning behaviors have also been linked to academic achievement and other positive learning outcomes. In the current study, we examined whether self-regulatory learning behaviors may be considered as mediating the relationship between student perceptions of online course communications and collaboration with academic achievement as measured by GPA. Results indicate that online self-regulatory learning behaviors though not strongly associated with academic achievement in and of themselves, do mediate the positive relationship between student perceptions of online course communications and collaboration with academic achievement.