The mediating role of self-regulation between emotional intelligence and student performance in online global classroom-based collaborative international online learning (COIL) : empirical evidence from four partner universities of Latin America

The online global classroom of the Collaborative International Online Learning (COIL) initiative can be valuable for many local and international students who do not have the opportunity to participate in the worldwide in-person exchange programs due to the COVID-19 pandemic. This research focuses on determining the role of self-regulation in considering undergraduate engineering students' emotional intelligence and performance in online global classroom courses. The convenient data was collected through an online questionnaire that measures emotional intelligence, self-regulation, and student performance. It was applied to 144 students taking three different online courses from four international Latin American universities: (1) Tecnologico de Monterrey, Mexico, (2) Pontificia Universidad Católica Madre y Maestra, Dominican Republic, (3) DUOC, Pontificia Universidad Católica, Chile (4) San Sebastian University, Chile. Tecnologico de Monterrey designed and offered online global classroom courses to the students in these collaborating international universities. The online survey links were distributed during the last lecture of each online global classroom course through a convenient sampling method. Collected quantitative data were analyzed with the Jamovi statistical application. The statistically analyzed results of the mediation test affirmed that students' self-regulation partially mediated local and international students' emotional intelligence and academic performance. Furthermore, this research provides guidelines to both local and international professors in higher education institutions for promoting and implementing global classrooms in their existing educational settings. The aim is to help local and international students gain international experiences in COIL educational settings and guide them toward self-regulation of study and emotions for better academic performance.