Abstract:

This experimental study examines how self-regulated learning processes—specifically goal setting and behavioral engagement—shape comprehension outcomes in large-scale online undergraduate instruction. A total of 985 students from a large public university in Central Asia participated in an online reading experiment in which they set personal performance goals before engaging with the assigned text and completing a comprehension assessment. The study explored the extent to which students’ goals, their time-on-task, and their demographic background jointly contributed to learning performance.

The results show a clear and consistent pattern. Students who set more ambitious goals devoted more time to reading, and those who invested greater effort achieved significantly higher comprehension scores. Hierarchical regression analyses confirmed that reading duration was the strongest and most reliable predictor of goal attainment, and this effect remained stable across academic year, academic major, and other demographic characteristics. None of the tested demographic factors moderated the relationship, indicating the benefit of sustained engagement is widespread and not limited to specific student groups. Age showed a minimal negative association with outcomes, with no meaningful practical effect.

These findings contribute important evidence to understanding learning processes in digital education. They demonstrate that intentional goal setting and active engagement are powerful drivers of achievement, even in large and diverse online cohorts. The study emphasizes the value of designing technology-enhanced learning environments that strengthen student motivation, encourage deeper interaction with academic content, and promote equitable learning opportunities across demographic backgrounds.

Keywords:

Online Learning, Reading comprehension, Self-regulated learning, Higher education.