Supplementary file 2_Online learning self-efficacy and self-regulated learning in relation to perceived cognitive and academic performance in digital learning: an explanatory sequential mixed-methods study at five Vietnamese universities.docx

Introduction<p>This explanatory sequential mixed-methods study examined associations of self-regulated learning (SRL) and online learning self-efficacy with perceived academic and cognitive performance among undergraduates recruited from five Vietnamese universities.</p>Methods<p>The quantitative phase analyzed 685 complete survey responses obtained through quota-guided convenience sampling and tested a four-construct covariance-based structural equation model.

The qualitative phase involved 24 interview participants purposively selected from the survey pool to contextualize the observed structural associations.</p>Results<p>The measurement model showed good fit on the retained indices (χ²/df = 2.15, CFI = .962, TLI = .958, RMSEA = .041, SRMR = .038). SRL was positively associated with perceived academic performance (β = .51) and perceived cognitive performance (β = .44), while online learning self-efficacy was associated with perceived academic performance (β = .24) and perceived cognitive performance (β = .36), all p < .001.