Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

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This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.

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Studies for the Learning Society

The Journal of Tallinn University, Department of Adult Education and Baltic Region Association for Research in Adult Education (BARAE)

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