Another Brick in the Wall to Understand the Complex Process of Self-Regulated Learning
General and Domain-Specific Features of SRL
Bibliographic Data
| ID | 22048744 |
|---|---|
| Authors | Seda Aydan (0000-0003-1221-6768, University of California San Diego, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 293 |
| Publication date | 2025-02-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030293 |
| OpenAlex | W4407972695 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
Self-regulated learning (SRL) is often defined as goal-directed behavior of learners that they display on a regular basis. Models of SRL present general stages of SRL through which learners go without making a difference between different fields of learning. However, there is also research showing that there is not one set of self-regulated actions which assist learners in regulating their behavior in every context. Instead, there are types of self-regulated actions which fit into different contexts for different learners and for different tasks as well as different domains. To shed light on this matter, this study investigated whether self-regulation is a general concept or a domain-specific characteristic. The data of the study were collected from high achieving students studying at the top-ranking science high schools of Türkiye which accept students through a competitive centralized exam. The data were collected via interviews (n = 15) whose participants were selected among the ones receiving the highest score from Self-regulatory Strategies Scale (SRSS). The results of the study showed that self-regulated learning can be depicted as a general characteristic as well as a domain-specific one, as it is a complex process that subsumes both general and domain attributes. The results of this study can be utilized to design impactful SRL interventions, as it provides a comprehensive report of the general and domain-specific phases of SRL
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Metacognition in Educational Theory and Practice
The Cambridge Handbook of the Learning Sciences
Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.
Self-Regulation
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
Social Cognitive Theory in Cultural Context
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
The Role of Goal Orientation in Self-Regulated Learning
Understanding Student Learning Behavior
Cultivating Creativity and Improving Coding Skills in Primary School Students via Domain-General and Domain-Specific Learning Scaffoldings
Self-Efficacy for Self-Regulated Learning
Historical Reasoning
Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction
Self‐regulated learning of basic arithmetic skills
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Naturalistic inquiry
Students' development in self-regulated learning in postgraduate professional education
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |