Self-regulated Learning Strategies and Non-academic Performance in the Context of the COVID-19 Pandemic

The COVID-19 pandemic demanded student self-regulation to take advantage of online teaching. The evidence of the use of learning strategies was studied based on non-academic results that allowed quantifying the student's attitude and satisfaction towards teaching in virtual environments in contingent contexts. The purpose was to analyze the influence of the use of self-regulated learning strategies on non-academic performance under the mediation of the context. The research is qualitative, non-experimental, cross-sectional design, and explanatory scope. The generalized least squares regression method in a sample of 611 university stu-dents was done. The moderation of the context was confirmed in the relationship between self-regulated learning strategies and non-academic performance. A significant positive influence of the context on non-academic performance was also detected.The importance of teacher induction in student self-regulation in response to the new nor-mal was deduced.