The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment for a summative grade. Overall, while there were differences between learning contexts, SRL, and performance, many variables were not significant predictors of performance. Online learners who were confident, managed their time well and regulated their efforts saw the greatest benefits, though these effects were small when viewed individually. Blended learners, to a lesser extent, also benefited from confidence and effort regulation. To the authors' knowledge, this is the first study to test SRL characteristics as drivers of performance during a formative task across two learning contexts.

有关形成性评估和自我调节学习（SRL）的文献集中在形成性评估改善SRL的方式上。另一方面，这项研究评估了SRL的特征是否影响成功地进行形成性评估，以及随后在线和混合学习环境中的总结表现。96名混合学习者和85位在线学习者完成了一项形成性评估任务，收到反馈，然后重新提交评估以得出汇总成绩。总体而言，尽管学习环境，SRL和绩效之间存在差异，但许多变量并不是绩效的重要预测指标。自信，在线时间安排得当，可以调节自己的努力的在线学习者看到了最大的好处，尽管单独查看这些影响很小。混合学习者，在较小程度上，还得益于信心和精力调节。据作者所知，这是第一项测试SRL特性作为跨两个学习环境的形成性任务期间性能驱动因素的研究。