Khám phá mối liên hệ giữa học tập tự điều chỉnh và tự đánh giá kết quả học tập trong môi trường học tập kết hợp - Exploring the relationship between self-regulated learning and students' self-evaluation academic achievement towards blended learning e

This study surveyed 406 university students in Ho Chi Minh City to examine the relationship between self-regulated learning and self-evaluated academic achievement, focusing on the mediating role of blended learning perception and GPA. Quantitative data were analyzed using SEM, and qualitative data through thematic analysis. Findings show that blended learning perception mediates the positive relationship, while GPA has no significant effect. Thematic analysis highlights students’ use of strategies such as time management, self-monitoring, and resource utilization in blended learning environments. Keywords: Self-regulated learning, students' self-evaluation academic achievement, blended learning environment, blended-learning perception, GPA.