Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance

Research and Practice in Technology Enhanced Learning

Table 6 The results of the correlation analysis (Spearman’s rho) for high performer data (N = 19)

	1	2	3	4	5	6-1	6-2	6-3	6-4	6-5	6-6	6-7	6-8	6-9	6-10	6-11	6-12	7	8
1: Self-efficacy	1.000
2: Intrinsic value	0.415	1.000
3: Cognitive learning strategies	0.551	0.536	1.000
4: Self-regulation	0.598	0.424	0.559	1.000
5: Test anxiety	0.647	0.076	0.350	0.711	1.000
6: Slide
6-1: All	0.066	−0.230	−0.185	−0.150	0.037	1.000
6-2: 10–59 s	0.163	−0.204	−0.115	−0.034	0.145	0.954	1.000
6-3: 60–119 s	0.070	−0.339	−0.182	−0.113	0.128	0.941	0.955	1.000
6-4: 120–179 s	0.320	−0.150	0.043	0.085	0.320	0.867	0.909	0.899	1.000
6-5: 180–239 s	0.096	−0.119	−0.023	0.008	0.152	0.875	0.899	00.908	0.965	1.000
6-6: 240–299 s	0.075	−0.192	0.000	0.013	0.007	0.827	0.839	0.890	0.851	0.929	1.000
6-7: 300–359 s	0.234	−0.253	0.074	−0.073	0.131	0.766	0.797	0.845	0.834	0.889	0.854	1.000
6-8: 360–419 s	0.201	−0.181	−0.030	−0.059	0.191	0.841	0.848	0.895	0.885	0.896	0.799	0.895	1.000
6-9: 420–479 s	0.088	−0.340	−0.017	−0.010	−0.153	0.679	0.732	0.738	0.608	0.660	0.754	0.740	0.642	1.000
6-10: 480–539 s	0.008	−0.280	−0.117	−0.185	0.046	0.724	0.711	0.763	0.679	0.741	0.779	0.734	0.551	0.485	1.000
6-11: 540–599 s	0.031	−0.277	0.047	0.070	0.230	0.592	0.552	0.649	0.568	0.621	0.623	0.739	0.739	0.503	0.442	1.000
6-12: Over 600 s	0.094	−0.257	−0.155	−0.049	0.238	0.900	0.898	0.950	0.880	0.854	0.833	0.744	0.824	0.547	0.784	0.575	1.000
7: Marker	0.189	−0.157	−0.058	0.204	0.081	0.738	0.713	0.730	0.723	0.675	0.572	0.526	0.650	0.418	0.557	0.130	0.751	1.000
8: Annotation	0.328	0.266	−0.010	0.198	0.316	0.028	0.023	0.016	0.038	−0.068	−0.193	−0.181	0.133	−0.207	−0.352	−0.034	0.062	0.201	1.000