Short Paper—Self-Regulation Students’ Online Learning Behaviour in General Education Courses… Self-Regulation Students’ Online Learning Behavior in General Education Courses of University of Phayao https://doi.org/10.3991/ijet.v16i14.19897 Narin Nonthamand (*) University of Phayao, Phayao, Thailand n.nonthamand@gmail.com Narissara Suaklay University of Phayao, Phayao, Thailand Abstract—The purposes of this research were (1) to survey the self- regulation behavior of University of Phayao students (2) to survey the online learning behavior of University of Phayao students, and (3) to study factors that influence online learning behavior in general education courses of University of Phayao students. The sample group consisted of 450 students who enrolled for online classes in general education course. The instrument of assessment was a questionnaire form on the self-regulation of an online course and online learn- ing behavior. The data collected were analyzed using a set of standard statistics as follows: mean (M), standard deviation (S.D.), and Multiple Regression Anal- ysis. The results of the research were that (1) the students’ self-regulation was mainly on decision-making (M = 3.89; S.D. = 0.62), (2) the students’ online learning behavior was mainly on the learner’s aspect (M = 3.88; S.D. = 0.77), and (3) the factors that support students’ online learning behavior consisted three factors which are self-observation, decision-making, and self-regulation. The Multiple Regression Analysis indicated that self-reaction, self- observation, and decision-making affected the factors supporting online learn- ing behavior of the general education course of the University, which increased by 0.683 units. This indicated that the self-reaction factor was the most im- portant factor that supports the online learning behavior of the students, fol- lowed by the self-observation and the decision-making, respectively. Keywords—Self-Regulation, Online Learning Behavior, General Education Course 1 Introduction Due to the rapid and continuous development of technology and communication, educational institutions and agencies have arranged online classes for those who are not registered in the curriculum. This allows them to have the option to study at their convenient place and time. Online learning consists of the following elements: (1) learner, (2) instructor, (3) learning activity, (4) participation, (5) media, (6) measurement, and assessment [1]. iJET ‒ Vol. 16, No. 14, 2021 269