Influential Factors of Minority Students' Self-Regulated Mobile Learning: A Cultural Perspective Grounded Theory Analysis

This research delves into the complex connection between self-regulated learning (SRL), mobile learning (m-learning), and cultural factors among minority students, with Tibetan university students serving as the study participants. Through grounded theory analysis, we explored how cultural elements interact with the SRL processes of minority students in m-learning contexts. Our findings highlight the considerable impact of cultural challenges and adaptations on the m-learning experiences of minority students. Proactive self-regulation strategies were crucial in facilitating successful adaptation and overcoming learning obstacles. Furthermore, we identified influential factors such as prior knowledge, learning motivation, learning environment, and course quality as pivotal elements that shape the SRL processes of minority students in mobile learning. These factors relate to effective learning strategies and contribute to positive cultural identity and adaptation. These insights hold significant implications for multicultural education, emphasizing the importance of culturally responsive teaching approaches, fostering SRL strategies, and creating inclusive learning environments that empower minority students to thrive in m-learning settings.