Abstract Most university degrees often require students to demonstrate proficiency in mathematics, which is the basic requirement in many fields, such as science, engineering, or technology. Mathematical knowledge is so common as to be essential in higher education. Although mathematical skills are crucial to the success of study in many domains, a large number of students are not willing to study related courses. Anxiety and pressure triggered by previous failures in mathematic learning are considered as the reason. The online learning environment provides students with opportunities to exchange opinions with others and facilitate their self-regulated learning. Scholars believe that the learning performances of students can be enhanced if they make reference to other students' learning strategies during the study process. The practice of making references to other students' learning strategies and mutually monitoring each other during the study process is called social regulation. The study efficiency of social regulation in learning mathematics will need to be verified. This study has adopted a social regulation-based online learning approach for assisting students in achieving learning goals with peers' power. At the same time, this study conducted an experiment with an experimental group and a control group. The social regulation-based online learning approach was used by the experimental group while the conventional self-regulated learning approach was used by the control group. According to the results, the social regulation-based online learning approach enhances students' learning achievements and learning motivations in mathematics. Based on the results of the sequential pattern analysis for investigating the online learning behaviors of the two groups of students, students who use the social regulation-based online learning approach have more positive online learning behaviors, such as reading the supplementary materials regarding the wrongly answered questions and revising the notes. On the contrary, students who use the conventional self-regulated learning approach only pay attention to the results of tests and feedback provided by their teacher. They seldom have behaviors of looking at the supplementary materials, adding or deleting notes. With the above verification, the developed system of this study not only enhances students’ learning performances, but also guides them to have more meaningful learning behaviors in mathematics.

中文翻译：

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基于社会规范的在线学习方法对学生数学学习成绩和行为的影响

摘要 大多数大学学位通常要求学生表现出对数学的熟练程度，这是许多领域的基本要求，例如科学、工程或技术。数学知识是如此普遍，以至于在高等教育中必不可少。尽管数学技能对许多领域的学习成功至关重要，但仍有大量学生不愿意学习相关课程。之前数学学习失败引发的焦虑和压力被认为是原因。在线学习环境为学生提供了与他人交流意见并促进他们自主学习的机会。学者认为，学生在学习过程中参考其他学生的学习策略，可以提高学生的学习成绩。在学习过程中参考其他学生的学习策略并相互监督的做法称为社会规制。社会规制在数学学习中的学习效率有待验证。本研究采用基于社会规范的在线学习方法，帮助学生借助同伴的力量实现学习目标。同时，本研究以实验组和对照组进行了实验。实验组采用基于社会调节的在线学习方法，对照组采用传统的自我调节学习方法。结果表明，基于社会规范的在线学习方法提高了学生的数学学习成绩和学习动机。基于对两组学生在线学习行为调查的序列模式分析结果，使用基于社会规制的在线学习方法的学生有更积极的在线学习行为，例如阅读关于错误回答的补充材料等。 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?问题和修改笔记。相反，使用传统自主学习方法的学生只关注测试结果和老师提供的反馈。他们很少有看补充材料、添加或删除笔记的行为。通过上述验证，本研究开发的系统不仅提高了学生的学习成绩，而且引导他们在数学中具有更有意义的学习行为。