A latent profile analysis of university students’ self-regulated learning strategies
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review
Author(s)
Related Research Unit(s)
Detail(s)
Original language | English |
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Pages (from-to) | 1328-1346 |
Journal / Publication | Studies in Higher Education |
Volume | 40 |
Issue number | 7 |
Publication status | Published - 9 Aug 2015 |
Link(s)
Abstract
Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: competent self-regulated learners, cognitive-oriented self-regulated learners, behavioural-oriented self-regulated learners, and minimal self-regulated learners. Students in the competent SRL profile demonstrated the highest levels of academic self-concept, motivation, attitude, and the lowest level of test anxiety and best academic performance. Multinomial logistic regression analysis also indicated that learning experience factors (teaching quality, clear goals and standards, appropriate assessment and workload) were significant predictors of SRL profile membership. The profiling of student self-regulated learning strategies resulted in enhanced understanding of the complex range of processes students employ and offered new insights into this emerging area of student learning.
Research Area(s)
- academic performance, academic self-concept, latent profile analysis, learning experience, motivation, self-regulated learning
Citation Format(s)
In: Studies in Higher Education, Vol. 40, No. 7, 09.08.2015, p. 1328-1346.
Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review