The effects of self-efficacy, academic stress, and learning behaviors on self-regulated learning in blended learning among middle school students

Self-regulated learning ability is an important determinant of the effectiveness of blended learning. However, little research has been done on middle school students' horns to explore how to improve their self-regulation learning ability in blended learning. This study investigated the current situation of self-regulated learning, self-efficacy, academic stress, and learning behavior of 905 Chinese middle school students (grades 7-12) in blended learning and studied the interaction among them by using a structural equation model. To determine how self-efficacy, academic stress and learning behavior affect self-regulated learning. The results show that middle school students' self-efficacy and learning behavior in blended learning positively affect self-regulated learning; academic stress negatively affects self-regulated learning, among which learning behavior has the greatest influence; self-efficacy negatively affects academic stress and positively affects learning behavior; academic stress negatively affects learning behavior. In addition, academic stress and learning behavior play an intermediary role in the influence of self-efficacy on self-regulated learning. These findings show that enhancing students' self-efficacy, alleviating academic stress, and improving learning behavior can give them better control over their self-regulated learning. It can inspire educators to take targeted measures to improve students' self-regulated learning ability, improve the effect of blended learning, and promote the digital transformation of education.