Proposing a Causal Model to Predict Self-regulated Online Learning Based on Metacognition—Mediated by Online Learning Readiness: A Path Analysis

This study aimed to propose a causal model to predict self-regulated online learning based on metacognition mediated by online learning readiness. The participants were 350 students of online courses in the academic year 2020-2021 selected by cluster random sampling. The data collection instruments were the Group Metacognitive Scale (GMS), the Online Learning Readiness Scale (OLRS), and the Self-regulated Online Learning Questionnaire. The proposed model was evaluated in Amos software. The results showed that the data fit the research model. Metacognition positively predicted online learning readiness and self-regulated online learning. Online learning readiness significantly and positively predicted self-regulated online learning. Metacognition through online learning readiness significantly predicted all aspects of self-regulated online learning. Therefore, increasing online learning readiness and, consequently, metacognition can improve the level of self-regulated online learning in students of online courses.