Investigating Self-Regulation as a Mediator Between Learning Context and Academic Performance in Cambodian Universities

Abstract

This study investigates the mediating role of self-regulation in the relationship between learning context, specifically technology use and curriculum design, and academic performance in Cambodian higher education institutions. A quantitative research design was employed using data collected from 320 lecturers across public and private universities, analyzed through Structural Equation Modeling (SEM) with SmartPLS. The findings indicate that technology use positively influences both self-regulation and academic performance, while curriculum design has a significant effect on self-regulation but does not directly predict academic performance. However, self-regulation plays a crucial role in enhancing academic outcomes and serves as a mediator linking both technology use and curriculum design to academic success. The model demonstrates acceptable explanatory power and predictive relevance, highlighting the importance of internal learner processes in shaping performance outcomes. These results underscore that fostering self-regulated learning through effective technology integration and well-structured curriculum design is vital for improving academic performance. The study provides valuable insights for educators and policymakers seeking to enhance learning effectiveness in resource-constrained higher education contexts such as Cambodia.