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University dropout represents a serious problem across the world. Past research has suggested the merits of studying both additive and multiplicative effects among the variables that affect the intention to drop out. In the present study, we tested the potential moderating effect of friendships at university, on both the association between self-regulated learning self-efficacy and intention to drop out and the associations between different motivations for attending university and intention to drop out. A sample of 404 Italian university students ( M age  = 21.83; SD  = 2.37) completed an online questionnaire. The outcomes showed that having friends at university was a protective factor in the relationship between self-regulated learning self-efficacy and intention to drop out. Students with a high number of university friends and low self-efficacy were less likely to intend to drop out than students with few university friends and low self-efficacy. Thus, having friends at university appears to protect students from developing the intention to drop out.

PurposeThis study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.Design/methodology/approachThe conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.FindingsA novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.Research limitations/implicationsThis novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.Originality/valueThe SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.

PurposeSelf-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.Design/methodology/approachThe review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.FindingsThe findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.Originality/valueThe originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

Nowadays mathematics is still considered difficult, so it needs more attention because mathematics is the basis of other sciences. One of the factors that influence Mathematics Learning Outcomes (MLO) is Self-Regulated Learning (SRL). SRL plays a role in the process of planning and managing student academic assignments. Interest in Learning Mathematics (ILM) also has an important role in learning mathematics. The purpose of this study was to determine the effect of each SRL aspect on mathematics learning outcomes and to determine the effect of SRL on MLO in terms of the student's ILM level. The author uses mixed methods with a sequential exploratory research design that begins with a qualitative phase using descriptive qualitative research and then a quantitative phase using a correlation test. SRL aspects include task analysis, self-motivated belief, self-control, monitoring, self-consideration, and self-reaction. The results of this study are that there is an influence between SRL aspects on MLO, except for the task analysis aspect. SRL with MLO also does not have a significant effect when viewed from the ILM level.

Blended learning, a key driver of higher education's digital evolution, demands attention to students' psychological readiness for its effective adoption. This study explored the critical link between self-efficacy for self-regulated learning and the intention to engage in blended learning among Chinese university students. We focused on the mediating effects of perceived usefulness and perceived ease of use as postulated by the technology acceptance model. We collected data from 1,118 Chinese university students through anonymous questionnaires, assessing their self-efficacy for self-regulated learning, perceived usefulness, perceived ease of use, and blended learning intention. The findings revealed significant predictive effects of self-efficacy for selfregulated learning on blended learning intention, partially mediated by perceived usefulness and perceived ease of use. The implications of these findings and potential directions for future research are discussed.

Efklides and colleagues developed the Metacognitive and Affective model of Self-Regulated Learning (MASRL) to provide a comprehensive theoretical framework of self-regulated learning (SRL). The distinguishing feature of MASRL is that it stresses metacognitive experiences and other subjective experiences (e.g., motivational, affective) as critical components of SRL. The insights underlying the model are that metacognitive experiences are related to affect, and that metacognition, motivation, and affect interact in SRL rather than function independently. Moreover, the MASRL proposes that SRL takes place at two levels, the Person and the Task X Person levels, with the latter being specific to the learning task and its demands. Although SRL can start with goal setting and planning in a top-down manner, monitoring and control processes at the Task X Person level provide input for bottom-up SRL. To highlight the theory-building process that led to the MASRL theory, we present questions that inspired its conception, its theoretical underpinnings, and current evidence supporting it. We also discuss the implications of the MASRL theory for understanding SRL in the classroom and for teacher–student interactions. Finally, we discuss open questions and issues that future research on MASRL would address in the context of educational psychology and SRL promotion.

Purpose>The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.Design/methodology/approach>This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.Findings>The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.Originality/value>In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students’ learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented.

This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA validated a 9-factor correlated model of second language (L2) writing strategies for SRL with satisfactory psychometric characteristics. Model comparisons confirmed a hierarchical, multidimensional structure of SRL as the best model, in which self-regulation, as a higher order construct, accounted for the correlations of the 9 lower-order writing strategies, pertaining to cognitive, metacognitive, social-behavioral, and motivational regulation aspects. Multiple regression analysis revealed that 6 out of 9 SRL strategies had significant predictive effects on EFL writing proficiency. The empirical evidence lends preliminary support to a transfer of SRL theory from educational psychology to the field of L2/EFL education, particularly L2/EFL writing. Implications of these findings are discussed.

Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.