What makes them self-regulated? Self-regulation procedures of academically successful students and key influences

Abstract

Self-regulated learning (SRL) skills are strong predictors of positive learning outcomes, but the factors causing students to develop these skills are still not clearly defined. The purpose of this study was to explore the nature of the SRL process of high achievers and factors promoting the development of SRL. To serve this purpose, qualitative data were collected from science high school students and teachers. Criterion sampling was used to select students and maximum variation sampling was used for teachers. While choosing student participants (n = 15), three students from each school getting the highest scores from the questionnaire were chosen. While choosing teacher participants (n = 15), branch, gender, and teaching experience were considered. Individual interviews were conducted with students and teachers. The data were analyzed via content analysis method. The results of the study showed that SRL process is complex, and several phases of SRL take place concurrently. High achievers employ multiple SRL strategies and excel at these strategies by experimenting with them. Primary school teachers play a key role in SRL development, while other K12 teachers help students maintain SRL strategies. Teaching SRL skills, recording students' learning, building rapport and generating academic interest were the most effective practices for enhancing SRL. Student-related factors like having multiple motivational beliefs to attain goals, a co-regulating companion, positive self-efficacy beliefs, and advanced critical thinking skills were also found influential.