在线高等教育中的师生互动与自我调节学习：一项扎根理论模型揭示互动可转化性

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

• 1. Xiamen University, Xiamen, China

• 2. Minzu University of China, Beijing, China

Abstract

Online higher education places greater demands on students' self-regulation while making instructional support increasingly dependent on digitally mediated interaction. Although teacher-student interaction has been associated with self-regulated learning (SRL), less is known about how interaction becomes incorporated into students' regulatory processes. Using a Straussian grounded theory approach, this study examined the online learning experiences of 30 Chinese university students through semi-structured interviews conducted between April and May 2025. As analysis progressed beyond approximately 20 interviews, the major categories became increasingly stable. A relational model was developed through the analysis of 24 interviews, followed by six additional interviews used to assess theoretical saturation. The findings show that online learning conditions shape opportunities for regulatory coupling; interaction supports SRL only when interactional input is recognized, taken up, and translated into changes in attention, understanding, strategy, or subsequent action; and resource mobilization, monitoring and reflection, and environment, time, and task management help stabilize this coupling across learning phases. The study develops the concept of interaction convertibility to explain how teacher-student interaction becomes, or fails to become, a usable regulatory resource in online higher education.

Keywords

grounded theory, interaction convertibility, Online higher education, self-regulated learning, Teacher-student interaction

Received

05 September 2026

Accepted

27 September 2026

Copyright

© 2026 Liao and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

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