This study empirically examined differences in collaborative self-regulation and perceived achievement according to university students’ levels of participation in a learning community. A total of 227 undergraduate students from a regional four-year university participated in an online survey. Based on participation frequency, students were categorized into three groups: non-participants, one-time participants, and those with two or more participations. The data were analyzed using descriptive statistics, one-way ANOVA, and post hoc tests to examine group differences in both total scores and individual items. The results indicated that students with higher participation levels scored significantly higher on both collaborative self-regulation and perceived achievement. Notably, collaborative self-regulation increased progressively with repeated participation, while perceived achievement was significantly higher even after a single participation. These findings confirm that both the frequency and continuity of learning community participation positively influence students’ self-regulation and achievement perceptions. The study offers practical implications for the design and implementation of co-curricular learning community programs in higher education.
Jeon et al. (Thu,) studied this question.