“You’re not learning skills—you’re just realizing what you can do”
A preliminary study of self-regulation in higher education
Bibliographic Data
| ID | 22168034 |
|---|---|
| Authors | Fredrik Nyman (0000-0003-4710-4926, Mid Sweden University, corresponding author) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-10-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1418297 |
| OpenAlex | W4403887273 |
| Language | EN |
| Citations received | 1 |
| References cited | 46 |
Introduction This preliminary study employs a phenomenological approach to investigate the phenomenon of self-regulated learning among higher education students in the United Kingdom. The research seeks to identify both facilitators and challenges associated with effective self-regulated learning, shedding light on the factors that influence students’ ability to manage their own learning processes. Methods The study used in-depth interviews with students and employed thematic analysis to explore the experiences of self-regulated learning. Through this qualitative approach, key themes emerged, including motivation, the learning process, support systems, planning, and group dynamics. Results Noteworthy findings include the significance of clear guidelines regarding study hours and designated learning environments for students. Themes such as the learning process, planning, and group dynamics were highlighted as crucial factors in effective self-regulated learning. Additionally, motivation and the role of support systems were found to play essential roles in students’ learning outcomes. Discussion The findings suggest that even students who exhibit autonomous motivation benefit from additional tools and support mechanisms to enhance their self-study practices. Educators are encouraged to integrate activities that foster learning strategies and promote social relationships within student groups. The study emphasizes the importance of creating structured learning environments and support systems to facilitate effective self-regulated learning for all students
Engineering education · Engineering management · Higher education · Knowledge management · Mathematics education · Political science · Computer Science · Engineering · Innovative Teaching and Learning Methods · Knowledge Management and Sharing · Online and Blended Learning · Psychology
Self-Regulated Learning
Essentials of interpretative phenomenological analysis.
Effects of Learning Skills Interventions on Student Learning
Self-regulated learning
The interplay between self-regulation in learning and cognitive load
Pain as an assault on the self
First‐Generation Students' Sense of Belonging, Mental Health, and Use of Counseling Services at Public Research Universities
Interpretative phenomenological analysis
Assessing self-regulated learning in higher education
New Generation, Great Expectations
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education
Thematic Analysis
Teachers’ Professional Competences in Self-Regulated Learning
Barriers to student active learning in higher education
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‘You got into Oxbridge?’ Under‐represented students’ experiences of an elite university in the south of England
First-Generation College Students as Academic Learners
Interpretative Phenomenological Analysis
First-year academic achievement
The Features of Emerging Adulthood and Individuation
Bridging Secondary and Higher Education. The Importance of Self-regulated Learning
Pushing and Pulling Emerging Adults Through College
Collaboration and self-regulation in teachers’ professional development
The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design
Self-regulated learning in the context of teacher education
Preservice teachers' capacity to teach self-regulated learning
Chinese language teachers' perception and implementation of self-regulated learning-based instruction
Practising what we preach”—teacher educators’ dilemmas in promoting self-regulated learning
How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning
Becoming a Self-Regulated Learner
Open and Reflective Lifeworld Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |