ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1609448
This article is part of the Research TopicEmpowerment Through Education Innovative Interventions for Higher Education StudentsView all 18 articles
Understanding Self-Regulated Learning Through Ridit Analysis: An In-Depth Study of Graduate Students' Perceptions
Provisionally accepted
Xiaoyu Xu1*
Waiyu Chi2- 1Guangdong University of Education, Guangzhou, China
- 2Hong Kong University of Science and Technology, Kowloon, Hong Kong, SAR China
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Self-regulated learning (SRL) has become a key focus in educational research, especially with the rise of online learning environments. This study employs Ridit analysis to investigate the SRL behaviors of 49 graduate students, providing insights into their motivational beliefs and learning strategies in an online context. Ridit analysis, a robust method for evaluating Likert-scale data, revealed that "Online intrinsic motivation" is the most agreeable factor, while "Online negative achievement emotion" is the least. Students strongly agreed with "I get a sense of achievement when I learn new skills or information" and strongly disagreed with "When I have to study online, I start to feel bad." These findings indicate positive student behaviors in response to online learning challenges. The results of this analysis contribute to the development of more effective online learning strategies and suggest new directions for future research on self-regulated learning.
Keywords: self-regulated learning, ridit analysis, Graduate students learning, Mathematics Learning Achievement, mathematics learning
Received: 10 Apr 2025; Accepted: 14 Jul 2025.
Copyright: © 2025 Xu and Chi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Xiaoyu Xu, Guangdong University of Education, Guangzhou, China
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