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Metacognitive skills are essential for online self-regulated learning (SRL) and significantly influence learners’ academic performance. This study identifies eight metacognitive skills within the SRL strategies and develops a coding scheme to analyze online learning behavior logs. Additionally, the study explores the impact of these metacognitive skills on academic performance and examines the application patterns among online self-regulated learners. The results reveal that the overall level of metacognitive skills among these learners is relatively low, particularly in self-evaluation and Causal Attribution. Moreover, there is considerable variation in the application of metacognitive skills across different learners. Notably, Metacognitive Monitoring, Goal Setting, and Causal Attribution have a substantial impact on academic performance. Goal Setting and Strategic Planning are central to metacognitive skills, serving as both a foundation for utilizing other metacognitive skills and essential components of self-regulation. Compared with low-performing peers, High-performing learners are more proficient in applying metacognitive skills such as Self-Evaluation, Self-Recording, and Self-Consequences. These findings highlight the critical importance of metacognitive skills in online self-regulated learning and offer valuable insights for enhancing metacognitive support for learners, as well as for improving online course design.
Xiao et al. (Sun,) studied this question.