Figure 1.

Path analysis of the different scales of the quality of learning experience, self-regulated learning, and academic achievement in a blended learning environment.

Notes: Quality of course experience was measured by the Student Course Experience Questionnaire, and self-regulated learning was measured by the Motivated Strategies for Learning Questionnaire, composed of motivation beliefs, cognitive/metacognitive strategies, and resource management strategies. Numbers on the arrows represent the estimates of standardized regression weights between the independent and dependent study variables. The error terms (e) inside the small circles reflect the unexplained variance and measurement errors. Interactions between academic achievement and both effort regulation, and time and study environment were statistically significant, at P<0.05. The rest of interactions were statistically significant, at P<0.01 or P<0.001.