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This study investigates how the e-learning 2.0 environment shapes self-regulation by identifying influential factors and testing their relationships. A theoretical model categorizes success factors for self-regulated learning, guiding a questionnaire administered to 250+ distance learners in Beijing and Hong Kong. Structural equation modeling evaluates environmental impacts, revealing that system quality, information quality, service quality, and user satisfaction significantly affect self-regulation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-influencing-self-regulation-in-e-learning-20-confirmatory-factor-model/597848/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-influencing-self-regulation-in-e-learning-20-confirmatory-factor-model/597848.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is self-regulation important in e-learning?","Question",{"text":112,"@type":113},"Self-regulation is a critical factor linked to learning performance, with research showing a consistent positive correlation between learners’ self-regulation and e-learning success rates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does this study focus on regarding e-learning 2.0?",{"text":117,"@type":113},"The study analyzes how the e-learning 2.0 environment influences self-regulation by identifying factors that affect it and the relationships among those factors.",{"name":119,"@type":110,"acceptedAnswer":120},"Which environmental factors affect self-regulation in e-learning 2.0?",{"text":121,"@type":113},"Results indicate that system quality, information quality, service quality, and user satisfaction significantly affect self-regulation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597848,1792166434,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Factors Influencing Self-Regulation in E-learning 2.0: Confirmatory Factor Model  \nFacteurs qui influencent la maîtrise de soi en cyberapprentissage 2.0 : modèle de facteur confirmative  \nHong Zhao , Research Center of Distance Education, Beijing Normal Univers ity, Beijing, China  \nAbstract  \nThe importance of self-regulation in e-learning has been well noted in research. Relevant studies have shown a consistent positive correlation between learners’ self-regulation and their success rate in e-learning. Increasing attention has been paid to developing learners’ selfregulated abilities in e-learning. For students, what and how to learn are largely predetermined by the learning environment provided by their institutions. Environmental determinants play a key role in shaping self-regulation in the learning process. This paper reports a study on the influences of the e-learning 2.0 environment on self-regulation. The study identified the factors that influence self-regulation in such an environment and determine the relationships between the factors and self-regulation. A theoretical model to categorize the success factors for selfregulated learning was proposed for this kind of environment. Based on the model, a questionnaire was designed and administered to more than two hundred and fifty distance learning students in Beijing and Hong Kong. Through structural equation modeling (SEM) technique, relationships between environmental factors and self-regulation were analyzed. Statistical results showed that several factors affect self-regulation in the e-learning 2.0 environment. They include system quality, information quality, service quality, and user satisfaction.  \nRésumé  \nL’importance de la maîtrise de soi en cyberapprentissage a été bien étudiée. Les études pertinentes ont démontré une corrélation positive uniforme entre la maîtrise de soi des apprenants et leurs taux de réussite en apprentissage en ligne. Une attention croissante a été portée au développement des aptitudes de maîtrise de soi des élèves en cyberapprentissage. Pour les élèves, quoi apprendre et comment sont des questions principalement prédéterminées par l’environnement d’apprentissage qu ’offrent leurs établissements. Les déterminantsenvironnementaux jouent un rôle clé pour modeler la maîtrise de soi dans le processus  \nd’apprentissage. Cet article rapporte une étude sur les influences de l ’environnement de cyberapprentissage 2.0 sur la maîtrise de soi. L’étude a cerné les facteurs qui, dans un telenvironnement, influencent la maîtrise de soi et déterminent les relations entre les facteurs et lamaîtrise de soi. Un modèle théorique de catégorisation des facteurs de réussite pour l’apprentissage autogéré a été proposé pour ce type d ’environnement. Un questionnaire a été conçu selon ce modèle et plus de deux cent cinquante élèves en téléapprentissage à Beijing et à Hong Kong y ont répondu. À l’aide d’une technique de modélisation par équation structurelle, les relations entre les facteurs environnementaux et l ’autogestion ont été analysées. Les résultats statistiques ont démontré que plusieurs facteurs affectent l ’autogestion dans l ’environnement de cyberapprentissage 2.0. Ceux-ci comprennent la qualité du système, la qualité de l ’information, la qualité du service et la satisfaction de l ’usager.  \nIntroduction  \nE-learning is the latest form of distance education. It is conducted through the internet, using a variety of synchronous and/or asynchronous communication forms. These communication technologies have expanded the scope of learning by removing the limitations of time and space (Liaw & Huang, 2013) .  \nAs e-learning has developed, researchers have turned their attention from specific learning technologies and environments to the relationship between learning and its environment. Many studies have been conducted to identify key factors that enhance e-learning success. Among the factors identified, self-regulation has proven to be a critical factor","cbCaieJBWO1uThAR","https://ap.wps.com/l/cbCaieJBWO1uThAR","pdf",626542,21,"English","# Introduction\n# Web 2.0, E-learning 2.0, and Self-Regulation\n## Web 2.0 in learning and technology evolution\n## Research gap: Web 2.0 environments and self-regulation\n# Factors Influencing Self-Regulation in E-learning 2.0","[{\"question\":\"Why is self-regulation important in e-learning?\",\"answer\":\"Self-regulation is a critical factor linked to learning performance, with research showing a consistent positive correlation between learners’ self-regulation and e-learning success rates.\"},{\"question\":\"What does this study focus on regarding e-learning 2.0?\",\"answer\":\"The study analyzes how the e-learning 2.0 environment influences self-regulation by identifying factors that affect it and the relationships among those factors.\"},{\"question\":\"Which environmental factors affect self-regulation in e-learning 2.0?\",\"answer\":\"Results indicate that system quality, information quality, service quality, and user satisfaction significantly affect self-regulation.\"}]","Factors Influencing Self-Regulation in E-learning 2.0 - Confirmatory Factor Model | PDF",1792085826,53]