Online self-regulated learning, academic performance, and well-being of Senior High School Students in the NCR: A mediation analysis
Authors: Nieva Alvin , Prudente Josephine 
Published: February 2023

The Philippines abruptly shifted from traditional to emergency remote education in response to the threats brought about by the COVID-19 pandemic. Emergency remote education is an umbrella term to refer to online learning. Literature on traditional learning suggests that selfregulation correlates positively with well-being, which suggests that students who are autonomous in their learning activities tend to be satisfied with their lives. Research also suggests that academic performance mediates this relationship, which suggests that students tend to become satisfied with their lives when they achieve successful learning outcomes. This research explores the relationship between online self-regulation, academic performance, and well-being of 379 senior high school students from selected public and private schools who hold classes using the online learning modality in the National Capital Region (NCR) using a quantitative approach specifically the explanatory cross-sectional design. The participants completed the online survey on self-regulated learning and well-being (i.e., Online Self-Regulated Learning Questionnaire and Satisfaction With Life Scale), while their academic performance was based on their self-reported third quarter grade point average. Results showed that online self-regulated learning predicted well-being, however, academic performance did not mediate the positive relationship between online self-regulated learning and well-being. Our findings suggest that, in the context of online learning, senior high school students who regulate their learning may experience satisfaction with their lives even if they do not achieve academic success.ReferencesAppana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty. International Journal of E-Learning, 7(1), 5–22.Bailey, T. H., & Phillips, L. J. (2016). 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