Study on the Influencing Factors of Primary School Students’ Self-regulated Learning in the Smart Classroom: An Environmental Perspective

Smart classrooms provide a blended and autonomous learning experience for students and greatly promote their learning. In particular, it can support students’ self-regulated learning (SRL) process. However, few studies have explored how environmental factors in smart classrooms affect students’ SRL. This study uses structural equation modeling techniques to examine the relationships between students’ SRL and three environmental influence factors: teacher emotional support (TES), connected classroom climate (CCC), and facilitating conditions (FC). Research data gathered from 386 primary students in China reveal that TES, CCC, and FC are the main determining factors of students’ SRL. Additionally, TES and CCC are two mediators between FC and students’ SRL. The study proposes a research model of influencing factors in SRL. Furthermore, this study suggests implications for future research and instructional practice.