The Relationship Between Self-Discipline and Academic Achievement of Chinese Undergraduate Students in the E-Learning Environment

Abstract

Self-discipline, the ability to suppress prepotent responses for obtaining a higher goal, is a crucial skill with far-reaching effects in every aspect of life. This paper measures the self-discipline and academic achievement levels of Chinese undergraduate students in the E-learning environment. It investigates the relationship between these two variables. The samples include 100 English major students at the Guilin University of Electronic Technology in China. Based on the scores from the adapted Academic Self-Discipline (ASD) questionnaire (Şal, 2016) and the scores from Test for English Majors-Band 4 (TEM-4), the findings indicated that 75% of students maintained a moderate level of self-discipline and 76% of students had a poor academic performance. The findings provide insights for educators by showing a significant relationship between students’ self-discipline and academic achievement in the E-learning environment.