Self-Regulated Learning Strategies in Continuing Education: A Meta-Analysis

• In Event: Self-Regulated Learning Skills, Strategies, Behaviors, and Learning

Abstract

This meta-analysis aims to understand the effects of self-regulated learning (SRL) strategies on learning in continuing education. We conducted a search in databases and selected 32 studies based on predefined inclusion criteria. Studies were synthesized using random-effects models. The results show positive relationships between learners’ engagement in SRL strategies and achievement motivation (r = .32), learning performance (r = .33), and course satisfaction (r = .28). Operationalizations (subjective vs. objective) of SRL strategies and learning performance were identified as significant moderators. We conclude that learners’ abilities to engage in SRL strategies are crucial in continuing education. Future research should focus on interventions to support SRL in continuing education and identify more moderators to explain heterogeneity in effect sizes.

Authors

• Yvonne M. Hemmler, University of Mannheim
  Presenting Author

• Dirk Ifenthaler, University of Mannheim
  Presenting Author