Abstract

This study surveyed 406 university students in Ho Chi Minh City to examine the relationship between self-regulated learning and self-evaluated academic achievement, focusing on the mediating role of blended learning perception and GPA. Quantitative data were analyzed using SEM, and qualitative data through thematic analysis. Findings show that blended learning perception mediates the positive relationship, while GPA has no significant effect. Thematic analysis highlights students’ use of strategies such as time management, self-monitoring, and resource utilization in blended learning environments.
Keywords: Self-regulated learning, students' self-evaluation academic achievement, blended learning environment, blended learning perception, GPA.