Factors Influencing Self-Regulated Learning In Higher Education
The concepts of independent learning (IL), self-directed learning (SDL) and self-regulated learning (SRL) have been widely used to understand students’ learning success. Often, these terms are linked with one another and used interchangeably in the literature with regards to students’ learning proce...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Conference Paper |
| Published: |
IADIS Press
2012
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/5383 |
| _version_ | 1848744781658718208 |
|---|---|
| author | Balapumi, Rohini Aitken, Ashley |
| author2 | Piet Kommers |
| author_facet | Piet Kommers Balapumi, Rohini Aitken, Ashley |
| author_sort | Balapumi, Rohini |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The concepts of independent learning (IL), self-directed learning (SDL) and self-regulated learning (SRL) have been widely used to understand students’ learning success. Often, these terms are linked with one another and used interchangeably in the literature with regards to students’ learning process. The purpose of this conceptual and review paper is (1) to promote conceptual clarity of these concepts by having clear definitions of the concepts of IL, SDL and SRL in the context of education and (2) to provide a review of research related to the development of students’ SRL strategies and skills in higher education. Based on findings from the literature, we deduce that engaging in the process of SRL can lead to achieving independent learning. We also presented a continuum of independent learning, describing the two extreme ends of learning: externally motivated, other-directed and other-regulated dependent learning and selfmotivated, self-directed and self-regulated independent learning. The literature review on SRL reveals that students’ academic self-regulation is influenced by their personal processes such as cognitive/metacognitive knowledge and motivational beliefs and also external entities such as lecturers and teaching materials in higher education. |
| first_indexed | 2025-11-14T06:06:55Z |
| format | Conference Paper |
| id | curtin-20.500.11937-5383 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:06:55Z |
| publishDate | 2012 |
| publisher | IADIS Press |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-53832023-02-02T07:57:36Z Factors Influencing Self-Regulated Learning In Higher Education Balapumi, Rohini Aitken, Ashley Piet Kommers Tomayess Issa Pedro Isaias Independent Learning Self-Directed Learning Higher Education Self-Regulated Learning The concepts of independent learning (IL), self-directed learning (SDL) and self-regulated learning (SRL) have been widely used to understand students’ learning success. Often, these terms are linked with one another and used interchangeably in the literature with regards to students’ learning process. The purpose of this conceptual and review paper is (1) to promote conceptual clarity of these concepts by having clear definitions of the concepts of IL, SDL and SRL in the context of education and (2) to provide a review of research related to the development of students’ SRL strategies and skills in higher education. Based on findings from the literature, we deduce that engaging in the process of SRL can lead to achieving independent learning. We also presented a continuum of independent learning, describing the two extreme ends of learning: externally motivated, other-directed and other-regulated dependent learning and selfmotivated, self-directed and self-regulated independent learning. The literature review on SRL reveals that students’ academic self-regulation is influenced by their personal processes such as cognitive/metacognitive knowledge and motivational beliefs and also external entities such as lecturers and teaching materials in higher education. 2012 Conference Paper http://hdl.handle.net/20.500.11937/5383 IADIS Press restricted |
| spellingShingle | Independent Learning Self-Directed Learning Higher Education Self-Regulated Learning Balapumi, Rohini Aitken, Ashley Factors Influencing Self-Regulated Learning In Higher Education |
| title | Factors Influencing Self-Regulated Learning In Higher Education |
| title_full | Factors Influencing Self-Regulated Learning In Higher Education |
| title_fullStr | Factors Influencing Self-Regulated Learning In Higher Education |
| title_full_unstemmed | Factors Influencing Self-Regulated Learning In Higher Education |
| title_short | Factors Influencing Self-Regulated Learning In Higher Education |
| title_sort | factors influencing self-regulated learning in higher education |
| topic | Independent Learning Self-Directed Learning Higher Education Self-Regulated Learning |
| url | http://hdl.handle.net/20.500.11937/5383 |