Abstract

The main aim of the present research is to analyze the predictive value of individual characteristics such as online self-efficacy, adaptability to uncertainty, and sources of stress during online learning on learning engagement. We also aimed to highlight if these relationships could be mediated by the online self-regulated learning strategies, during the COVID-19 pandemic. The participants were 529 university students and the design was cross-sectional. The results showed significant associations of the sources of stress in online learning with self-efficacy, leaning engagement and self-regulated learning strategies. Self-regulated strategies—task strategies and goal setting represent mediators of stressors perceived by the students under the conditions of the sudden shift to online activity and online learning engagement. The most relevant self-regulation strategies seemed to be goal setting and task strategies, which confirm the need for a clear structure of learning in the context of online activities. The implications of this study reside in the increased awareness regarding how learning engagement in online learning can be predicted by individual characteristics.