{"title":"继续教育中的自我调节学习策略:系统回顾与荟萃分析","authors":"","doi":"10.1016/j.edurev.2024.100629","DOIUrl":null,"url":null,"abstract":"<div><p>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 (<em>r</em> = .30), learning performance (<em>r</em> = .36), learner engagement (<em>r</em> = .39), learner satisfaction (<em>r</em> = .30), avoidance behavior (<em>r</em> = −.14), prior knowledge (<em>r</em> = .05), CE experience (<em>r</em> = .08), organizational learning culture (<em>r</em> = .26), job control (<em>r</em> = .28), and job demands (<em>r</em> = .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 <span>SRL</span> in <span>CE</span> and provide a sound basis for designing interventions to support <span>SRL</span> in <span>CE</span>. Future research should identify moderators to explain heterogeneity in effect sizes.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X24000381/pdfft?md5=642198863de2292e7593d5c6c02b6cf4&pid=1-s2.0-S1747938X24000381-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Self-regulated learning strategies in continuing education: A systematic review and meta-analysis\",\"authors\":\"\",\"doi\":\"10.1016/j.edurev.2024.100629\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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 (<em>r</em> = .30), learning performance (<em>r</em> = .36), learner engagement (<em>r</em> = .39), learner satisfaction (<em>r</em> = .30), avoidance behavior (<em>r</em> = −.14), prior knowledge (<em>r</em> = .05), CE experience (<em>r</em> = .08), organizational learning culture (<em>r</em> = .26), job control (<em>r</em> = .28), and job demands (<em>r</em> = .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 <span>SRL</span> in <span>CE</span> and provide a sound basis for designing interventions to support <span>SRL</span> in <span>CE</span>. Future research should identify moderators to explain heterogeneity in effect sizes.</p></div>\",\"PeriodicalId\":48125,\"journal\":{\"name\":\"Educational Research Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":9.6000,\"publicationDate\":\"2024-08-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000381/pdfft?md5=642198863de2292e7593d5c6c02b6cf4&pid=1-s2.0-S1747938X24000381-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research Review\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1747938X24000381\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000381","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Self-regulated learning strategies in continuing education: A systematic review and meta-analysis
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.
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.