This exploratory quantitative study investigates the relationship between online learning readiness (OLR) and self-regulated learning (SRL), precisely the effect of OLR on SRL in an online learning context among 262 Chinese college students taking fully online courses. Results indicate that students’ OLR positively influences SRL. Specifically, communication competencies play the most significant role in affecting students’ online SRL, followed by technical and social competencies. Furthermore, Chinese college students with higher communication and technical competencies better manage their study time and self-evaluate their online learning. Likewise, students who are more capable of engaging in meaningful interactions with their instructor and peers are more likely to self-assess their learning. This exploratory study provides an overview of the correlation between OLR and SRL. It highlights the necessity of preparing college students in China, where face-to-face instruction was predominately used before the COVID-19 pandemic, to succeed in online learning.

In the spring semester of 2020, all Chinese higher education institutions delivered courses online across the nation in response to the COVID-19. This study explores Chinese college students’ self-regulated learning, academic entitlement, and academic achievement during the transitioning from face-to-face to online learning environments during this special time. Structure equation modeling was conducted, and results indicate that academic entitlement associates with students’ online learning academic achievement. Whereas self-regulated learning does not relate to academic achievement in the online learning setting. Additionally, academic entitlement is marginally associated with academic achievement only among male students, while self-regulated learning is not a significant predictor for both genders. However, self-regulated learning is marginally linked with higher academic achievement among students who do not have previous online learning experiences but not among those who took online courses before.

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The unprecedented COVID-19 global pandemic has created many challenges across the educational domains experienced by many cultures around the world. The present study elucidates a cross-cultural comparison of college students' self-efficacy, self-regulation, and resilience between college students in the United States and China during these challenging times. A total of 479 college students from the United States and China were recruited to participate in the present study. Multivariate analyses of variance (MANOVA) were conducted, and results indicated that U.S. college students demonstrated significantly higher self-efficacy and resilience and significantly lower self-regulation than Chinese college students. Further, the implications of the present study provide suggestions for effective teaching and learning strategies that can be used to establish supportive learning environments for students from different cultural backgrounds.

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