NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1081718
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0307-5079
Effective Self-Regulatory Processes in Higher Education: Research Findings and Future Directions. A Systematic Review
de Bruijn-Smolders, Monique; Timmers, Caroline F.; Gawke, Jason C. L.; Schoonman, Wouter; Born, Marise Ph.
Studies in Higher Education, v41 n1 p139-158 2016
Although self-regulated learning (SRL) is assumed to benefit learning outcomes, gaps in the literature make it difficult to describe what constitutes effective SRL in higher education. That is, SRL that relates positively to learning outcomes. In accordance, at present it is unclear how to train effective SRL in higher education. The current systematic review breaks down SRL into self-regulatory processes (SRPs) and reviews the evidence for teaching adolescents effective SRPs. Of the wide variety of SRPs which are known in the field, the following were investigated in the studies: metacognitive strategies, motivation, self-efficacy, handling task difficulty and demands, and resource management. The studies included (k = 10; N = 906) generally affirmed that all SRL interventions that were investigated related positively to SRPs. These SRPs also related positively to learning outcomes. Research is needed to advance the field's understanding of how adolescents develop the wide array of effective SRPs.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A