A Study on the Online Learning Behaviors of Lower-Year Undergraduate Students Majoring in Preschool Education Based on the Theory of Self-Regulated Learning

This study, framed by Zimmerman's Theory of Self-Regulated Learning, explores the self-regulated learning behaviors of lower-year undergraduate students majoring in preschool education in an online learning context. A questionnaire survey was conducted among 96 students to analyze their performance across six dimensions, including environment structuring, goal setting, and time management. The results indicate that students performed well in environment structuring and help-seeking but showed relative weaknesses in goal setting and task strategies. Grade difference analysis revealed that second-year students significantly outperformed first-year students in task strategies and time management, reflecting the distinctive characteristics of lower-year students during their learning adaptation period. Based on the findings, this study proposes recommendations for optimizing goal setting, strengthening task strategies, and improving learning environment management and time management.