Self-regulated learning strategies in continuing education: A systematic review and meta-analysis

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review Pub Date : 2024-08-14 DOI:10.1016/j.edurev.2024.100629

Yvonne M. Hemmler , Dirk Ifenthaler

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引用次数: 0

Abstract

Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level random-effects meta-analyses revealed significant relationships between SRL strategies and achievement motivation (r = .30), learning performance (r = .36), learner engagement (r = .39), learner satisfaction (r = .30), avoidance behavior (r = −.14), prior knowledge (r = .05), CE experience (r = .08), organizational learning culture (r = .26), job control (r = .28), and job demands (r = .21). Operationalization of variables as well as setting and work-relatedness of the CE activity were identified as moderators. Our investigations help understand the nature of SRL in CE and provide a sound basis for designing interventions to support SRL in CE. Future research should identify moderators to explain heterogeneity in effect sizes.

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继续教育中的自我调节学习策略：系统回顾与荟萃分析

自我调节学习（SRL）一直被认为是继续教育（CE）的一项关键能力。本系统综述和荟萃分析调查了学习者在继续教育中使用自律学习策略的相关因素。我们综合了总共 58 项研究，确定了与学习过程相关、与学习者相关、与 CE 相关以及与工作相关的与 CE 中 SRL 策略相关的因素。三级随机效应元分析显示，自发性学习策略与成就动机（r = .30）、学习成绩（r = .36）、学习者参与（r = .39）、学习者满意度（r = .30）、回避行为（r = -.14）、先前知识（r = .05）、行政首长经验（r = .08）、组织学习文化（r = .26）、工作控制（r = .28）和工作要求（r = .21）之间存在显著关系。变量的操作以及 CE 活动的环境和工作相关性被认为是调节因素。我们的调查有助于了解行政首长协调会中自律学习的性质，并为设计支持行政首长协调会中自律学习的干预措施提供了坚实的基础。未来的研究应确定调节因素，以解释效应大小的异质性。

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来源期刊

Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.40

自引率

0.90%

发文量

审稿时长

57 days

期刊介绍： Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.