Self-regulated learning behaviours and employability skills in online learning environments: the mediating role of self-evaluation

Introduction The rapid expansion of online learning in higher education has increased the importance of students' ability to regulate their own learning processes. Self-regulated learning (SRL) behaviours, such as goal setting, self-efficacy, and task strategies, enable learners to effectively manage academic activities and develop competencies necessary for professional success. However, limited research has examined how these SRL behaviours contribute to employability skill development in online environments. Grounded in Social Cognitive Theory, this study investigates how online SRL behaviours influence employability skills, with self-evaluation as a mediator and education level as a moderator. Methods A quantitative research design was employed. Data were collected from 241 higher education students with prior online learning experience using a structured questionnaire. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used to analyse the measurement and structural models. Results Self-efficacy demonstrated a significant positive effect on both self-evaluation and employability skills. Self-evaluation significantly enhanced employability skills and mediated the relationship between self-efficacy and employability skills. Conversely, goal setting and task strategies did not show significant effects on employability skills or self-evaluation, and the moderating role of education level was not supported. Discussion The findings underscore the critical role of self-efficacy (confidence) and self-evaluation (reflective processes) in developing employability competencies within online learning contexts. By integrating SRL and employability perspectives, this study offers theoretical contributions and practical implications for designing online learning environments that foster both academic achievement and career-related skill development.