Components Of Self-regulated Learning Research Articles

Understanding the varieties in first-year university students’ experience of self-regulated learning during emergency remote teaching

ABSTRACT First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.

Student Self-Reported Metacognition and Self-Effcacy in an Upper-Division Human Anatomy and Physiology Course Increased Post-COVID Pandemic Compared to Fall 2019

Metacognition and self-effcacy are important components of self-regulated learning. Given the academic and personal upheaval that students experienced, and given faculty-observed declines in certain academic skills and student mental health throughout the COVID-19 pandemic, this study hypothesized that students would report lower self-effcacy and metacognitive self-regulation upon entering an upper-division Human Anatomy and Physiology course in fall 2022 compared to fall 2019. Students reported self-effcacy and metacognition at the beginning and end of both semesters using the MSLQ metacognitive self-regulation (revised) and MSLQ self-effcacy for learning and performance subscales, respectively. Data indicate that students not only reported higher self-effcacy and metacognitive self-regulation at the beginning of the course, but also continued to report higher self-effcacy and metacognitive self-regulation throughout the course. It may be that the unique academic and personal challenges presented between March 2020 and September 2022 required students to develop improved metacognitive practices and strengthened students’ academic self-effcacy. Alternatively, it may be that some combination of high academic and personal turmoil, isolation from other students and faculty, and/or lowered faculty expectations throughout the COVID-19 pandemic skewed students’ frames of reference for self-reported measures. No support or funding was received for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.

Effects of adaptive feedback through a digital tool – a mixed-methods study on the course of self-regulated learning

AbstractLifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology.

МЕТОДОЛОГІЧНІ АСПЕКТИ ДОСЛІДЖЕННЯ МЕТАКОГНІТИВНОГО КОНТРОЛЮ СТУДЕНТІВ НАЦІОНАЛЬНОЇ БЕЗПЕКИ В КОНТЕКСТІ САМОРЕГУЛЬОВАНОГО НАВЧАННЯ

This article presents an analysis of the main theoretical and methodological foundations for researching metacognitive control among students specializing in National Security within the context of self-regulated learning. It highlights the growing interest in psychological science regarding the problem of self-regulated learning effectiveness and the researchers' desire to develop functioning tools for assessing learning strategies. Based on classical postulates about methodology as a system of principles and methods for organizing and constructing theoretical and practical activities, the article analyzes theoretical models, characteristics, and components of self-regulated learning and the place of metacognitive control within this system. It considers Pintrich's theoretical model of self-regulated learning, which studies self-regulation of learning, particularly metacognitive control, across four spheres: cognitive, motivational-emotional, behavioral, and contextual. The latter distinguishes this model from others, as it includes the contextual area as a subject of self-regulation. Special attention is given to analyzing key elements of metacognitive control – learning strategies that can significantly enhance the chances of successful and effective learning. It is found that learning strategies relate to the effective selection and organization of information, efficient repetition of material with subsequent assimilation, establishing connections between new information and information already stored in memory, understanding, monitoring, and continuously enhancing the meaningfulness of the material. It is noted that an important aspect of the interconnection between learning strategies and metacognitive abilities is the effective management of resources, not necessarily related to cognitive activity – time management, managing the learning environment, group learning, and seeking feedback. The third level of methodology discusses a set of specific techniques and technical research approaches for investigating metacognitive control in students of higher education institutions specializing in “National Security”: LASSI, Weinstein, Schulte, Palmer, 1987. The conclusion is drawn that self-regulated learning (and thus, the ability to apply metacognitive control) characterizes students as actively engaged in the learning process: they maintain their motivation, are aware of their thinking processes, and know how to use a wide range of strategies to achieve desired academic outcomes. The article identifies the main methodological problems associated with the empirical study of the effectiveness of self-regulated learning: using different tools to study cognitive, metacognitive, and motivational aspects of self-regulated learning, which separately does not consider its regulatory nature; the need to increase students' awareness of the characteristics of self-regulated learning and the use of learning strategies for accurate self-reports and self-assessment of these processes; since SRL is a specific, not a general process, differences in research results can be observed depending on the context or situation.

Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review

The importance of self-regulated learning (SRL) for academic learning and achievement is already well established. In terms of developing a comprehensive understanding of SRL, executive functions (EFs), which are seen as an important influential factor for learning and goal-oriented behavior, should be taken into consideration. Some authors have linked SRL and EF via metacognition (MC), which forms a fundamental component of SRL, and like EF, represents higher-level cognitive processes. Therefore, this systematic review searched education and psychology databases to determine the natural development and current state of research on the three constructs. Academic transitional periods were brought into focus because of their influence on learners’ well-being and academic achievement. An evaluation of 30 publications indicated that strong development of simple EFs occurs before the transition from preschool to primary school. Moreover, there is a decrease in the motivational component of SRL and the use of metacognitive SRL strategies during the transition from primary to secondary education but an increase in metacognitive awareness. Simple as well as complex EFs also increase during this transition, with a later developmental peak for complex EF. The transition from secondary to tertiary education is accompanied by positive developments in the cognitive and metacognitive components of SRL, with small increases for simple EFs, and larger increases for complex EFs. In conclusion, the findings suggest there is an early developmental maximum for EFs compared to SRL and MC, which supports the theory that EFs are the foundation for SRL and MC.

Motivational component profiles in learning embryology: A comparative study between first and final year medical students

Background: As a part of the "triangulation approach" for remodeling teaching-learning pedagogy related to embryology, we conceived the idea of comparing the motivational component profiles of first-year and final-year students, who might have realized the salience of learning embryology after seeing remarkable cases of congenital malformations. Methods: We used an observational study design for assessing the interrelation of motivational component profiles between both cohorts using the Science Motivation Questionnaire II (SMQ II)1. Of the total sample size of 150 first-year students, 126 agreed to participate, and similarly, out of 150 final-year students, 105 had consented to participation [‘convenience’ model of sampling]. The measures of central tendency, i.e., mean and standard deviation, were calculated for each item, and the Mann-Whitney test was utilized to compare the mean score of each motivational component. Results: Our results indicate that the overall motivational profile for learning embryology differs among first and final-year students. The mean intrinsic motivation and self-determination scores were slightly higher in the first-year cohort, whereas self-efficacy scores were slightly higher in the final-year cohort. This information integrates students’ levels and types of motivation into the planning, delivery, and evaluation of medical education. Conclusion: Despite being one of the key components of self-regulated learning, motivational component profiles remain unaddressed in contemporary medical education owing to their abstractness and subjectivity in terms of documentation. The current study helped us envisage the difference in motivational component profiles toward learning embryology in cross-section. It also senses the need for incorporating motivational short courses in undergraduate curricula, especially in remediation programs.

Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

This explanatory mixed methods study investigated the interrelationships among self-regulated learning (SRL) components, critical thinking and reading comprehension using PLS-SEM. For this purpose, a conceptual PLS-SEM model was evaluated on a sample of 183 Iranian elementary EFL learners. Then, 15 students were randomly selected to complete the follow up semi-structured interview. Three instruments including Motivated Strategies for Learning Questionnaire, the questionnaire of Critical Thinking ability in English Reading and a reading comprehension test were used to provide data sources for PLS-SEM models. The results of the quantitative analyses of measurement and structural models indicated that among the three components of SRL, cognitive strategies and metacognitive strategies significantly and directly affected critical thinking and reading comprehension. However, motivation had significant indirect effects on the outcome variables. Meanwhile, from among the SRL components, motivation had the strongest total effects on SRL. The qualitative findings of the study approved the predictive relationships of SRL components with reading comprehension and critical thinking. Moreover, the semi-structured interviews showed that the participants' effective use of self-regulated reading strategies, reading motivation and regulatory reading instruction were the major factors affecting EFL learners' SRL in reading comprehension and critical thinking.

Особенности саморегулируемого обучения юношей и девушек

The effectiveness of activity depends on the ability to achieve the set goals, to realize personal potential, and to maintain a high level of motivation. The research relevance is determined by the differential psychological features of self-regulated learning, in particular the gender characteristics of this process. The paper aims to identify the gender characteristics of self-regulated learning among the students of mathematical specialties. We have put forward a hypothesis that male and female students differ in the degree of self-regulating behavior. Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the research. The different questionnaires were used to obtain the data. The findings revealed that the female students with a high level of self-regulation demonstrate the abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning and modeling. The young men with a high level of self-regulation demonstrate such abilities as evaluation of results, modeling, and planning. The participants differed significantly on the scale of self-esteem motivation. The girls scored higher than boys. The students of both genders had average scores for the indicators of individual components of self-attitude, as well as the “behavior” indicator. The reliability of differences in the diagnosed indicators was not detected. It is shown that the core components of self-regulated learning for girls include: planning, modeling, a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility, a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The obtained results will help to differentiate the training of male and female students majoring in mathematics, taking into account the components of self-regulated learning.

THE EFFECTIVENESS OF LIFE SKILLS COUNSELLING IN IMPROVING STUDENTS’ SELF-REGULATED LEARNING

Tremendous growth in technology, as part of the dynamics of globalization, can lead to gaps in student learning. Students tend to seek information and instant gratification through technological tools that have a major impact on their learning approaches, making it more difficult for them to be self-regulated learners. The aim of this study is to analyse the effectiveness of life skills counseling approach in enhancing the ability of self-regulated learning for high school students. This research is an experimental design by using randomized pretest-posttest with control group. The participants of this study consisted of 54 students of Senior High School level who were in the tenth grade. The data of the study were collected by the Scale of self-regulation in learning. Data analysis is used by two stages. First, data analysis for testing required statistical assumptions, ie test of data distribution normality with Kolmogorov-Smirnov test technique and homogeneity test of variance with Levene test. Second, data analysis for testing of research hypotheses conducted with Independent Sample t-test. The study shows that the life skills counseling has a meaningful effect on self-regulated learning. The average score of the experimental group was higher than the control group on all components of self-regulated learning.

مستوى التعلم المنظم ذاتياً لدى طلبة جامعة الشرق الأوسط في الأردن

Self-organized learning is an active structure process through which creative skills can be developed among the students of the various stages, it helps to train them to formulate ideas and express feelings well. So, this study aimed at investigating the level of self-regulated learning components among university students, and whether these components differ according to the student's gender and academic level. The sample of the study consisted of (331) male and female undergraduate students from Middle East University. To achieve the aims of the study, Ahmad's (2007) self-regulated learning scale was used. The results of the study revealed that the students' level of self-regulated skills on the rehearsing and memorizing component was high, whereas the level of the rest of the components was moderate, where male students scored significantly higher than female students on the goal setting and planning component. The results also revealed that there were no statistically significant differences in self- regulated learning and academic level. The study recommended more studies that address the effect of using self-organized learning strategies on academic attitudes and academic achievement.

L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis

There is an increasing recognition that effective deployment of self-regulated learning (SRL) strategies is essential for the development of second/foreign language learners’ abilities to accomplish learning goals. Within models of SRL, a prerequisite for the active employment of SRL strategies is learners’ self-efficacy, which interacts with strategy use in all phases. In the domain of second language (L2) writing, previous research mainly adopted a variable-centred approach to investigate the relationship between SRL strategy use and self-efficacy whereas person-centred questions have largely been neglected. Performing latent profile analysis (LPA) with undergraduate students of English as a foreign language (EFL), we identified three SRL profiles that differed quantitatively concerning levels of self-efficacy. The efficacious self-regulators with the highest levels of cognitive, metacognitive, and motivational components of SRL reported the highest levels of self-efficacy, followed by the moderate strategists; EFL learners with the lowest levels on the main SRL components reported the lowest writing self-efficacy score. Learners of different profiles differed significantly in a writing performance test with the efficacious self-regulators outperforming the other two profiles. Implications for self-regulated language learning and L2 writing instruction are discussed.

Self-reliant Learners in Higher Education: Perspectives and Insights

The prime objective of this study was to explore the level of adopted self-regulated learning (SRL) strategies of students studying at higher education. A qualitative research approach was adopted to collect data from the students of one public sector university. A convenient sampling approach was adopted to collect data from sixty participants studying in various undergraduate programs. A semi-structured interview protocol was developed to collect data based on the three key components of self-regulated learning. All the interviews were recorded verbatim for analysis. Content analysis was performed to analyze data. Sub-categories of three phases of SRL model was considered as unit of analysis. Findings were inferring in view of each phase of self-regulated learning. Findings suggested that the adopted level of self-regulated learning of learners at higher education was very weak. As to forethought, learners do not set goals, plan and analyze their tasks. As to performance phase, students mostly reported their working styles. They report certain strategies to perform their tasks which were mostly collaborative. They did not particularly mention about self-control and self-observations in relation to their tasks. Lastly, as to self-reflection phase, no particular finding was identified in relation to this phase, students mostly depend on their teacher to receive feedback on their tasks. They hardly judge their performance and react accordingly.

Evaluación de aprendizajes autorregulados en estudiantes universitarios. Análisis desde la educación en línea

A self-regulated student is guided by task-oriented strategies, seeks to achieve his personal goals, and monitors his or her behavior in terms of his goals. This paper presents the results of a quantitative study whose purpose was to describe the components of self-regulated learning used by students in their online learning processes and to determine if there are significant differences in the way that these components are used. In this investigation, a questionnaire was applied to 306 students of online courses, and the data obtained were processed using descriptive statistics and ANOVA of one factor of repeated measures. The results showed that most of the factors and strategies of self-regulates learning are used in an acceptable way; in addition, significant differenceswere found of the motivational component and in the strategies of the behavioral and contextual component. The findings of the study provide instructional designers with information on the aspects that can be emphasizes to motivate students, which would contribute to the development of different types of skills and methods to self-regulate their learning, training that will allow them to advance more successfully through their education, regardless of the modality in which they work.

The Influence of Culture on the Development and Organisation of Self-Regulated Learning Skills

Self-regulated Learning (SRL) skills have been argued to be among the most important determinants of academic achievement. It has been observed that some cultural groups consistently exhibit higher achievement and cultural variation in SRL skills has also been observed. Understanding this variation could provide insight into how to promote SRL development in all children.This research examined how components of SRL are influenced by cultural variables, by testing models for individualist vs collectivist contexts, utilising constructs from the Theory of Planned Behaviour (TPB) to capture predicted differences in the motivational components. 70 children (35 each from White British [individualist] and Chinese [collectivist] backgrounds) aged between 8 and 11 years, were drawn from UK primary schools.Data were collected through on-task observation, task-related interview, and self-report questionnaire. Cross-sectional and correlational analyses examined relationships between these components, and whether cross-component influences differed according to cultural background. The principal finding was that culture impacts on the nature and operation of the motivational components of SRL, not the cognitive ones, with White British children exhibiting motivation based on personal experience and attitude; while Chinese children were motivated more by family expectations. These differences fed through to on-task effort and performance. The findings provide an impetus to cross-cultural research in SRL development by providing a model (SRL+TPB) that operationalises the interaction of cultural influences with SRL; and point to ways in which classroom interventions might utilise the patterns of effects observed.

Slovenian Validation of the Children's Perceived Use of Self-Regulated Learning Inventory.

The importance of self-regulated learning (SRL) has increased during the COVID-19 pandemic and measures for assessing students’ self-regulation skills and knowledge are greatly needed. We present the results of the first thorough adaptation of the Children’s Perceived use of Self-Regulated Learning Inventory (CP-SRLI). The inventory, consisting of 15 scales measuring nine components of SRL, was administered to a sample of 541 Slovenian ninth graders. Confirmatory factor analyses supported internal structure validity of most components, but two components required some structural modifications. Internal consistency coefficients were acceptable for the majority of scale scores and were highly comparable to the original ones. While metric invariance across gender was confirmed, the scalar invariance of some scales needs further examination. Meaningful correlations with relevant externally assessed and self-reported self-regulation and school performance variables indicated good criterion validity of the inventory. The Slovenian version of the CP-SRLI thus proved to be a sufficiently valid and reliable instrument for assessing pupils’ learning self-regulation.

Personalised Learning Analytics: Promoting Student’s Achievement and Enhancing Instructor’s Intervention in Self-regulated Meaningful Learning

Academic monitoring is implemented at higher learning institutions to allow students and instructors to communicate academically, especially learning progress. However, the system cannot monitor student performance on an ongoing basis, such as class attendance, continuous assessment records and assignment submissions. Personalised learning analytics use student-generated data and analytical models to gather learning patterns so that instructors may advise on students’ learning. Although various studies provide insight into the analytical framework of learning, attention to self-regulated meaningful learning is still insufficient. This study aims to propose a personalised learning analytics system designed by a student that unifies the self-regulated learning components: plan, monitor, and evaluate the learning commitment, and activates alert of student’s achievement for close monitoring and further intervention by the instructor. For this reason, the procedure for analysing the learning pattern for experiment subjects such as Internet of Things, Data Analysis and System Management. Personalised learning analytics has been designed to deliver an interactive learning analytics environment that stimulates students to focus on the achievement of problem-solving skills and enhance the instructor’s decision to support students’ concern.

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task

This longitudinal study explores how high and low achievers differ in self-regulated learning (SRL) in the context of a high-stakes academic long-term task outside of class (writing a Matura paper). Based on N = 1215 high school students' grades on the paper (57% girls; M age = 17.5, SD = 0.80), high and low achievers (with and without considering prior achievement) were compared regarding multiple SRL components of a whole SRL cycle using the Mann–Whitney U test: High achievers, irrespective of their prior achievement, showed lower work avoidance, boredom, and hopelessness, and higher strategy use and self-reported quality of strategy use. Whereas low achievers on the paper with higher prior achievement especially showed less joy, higher fear, and lower scores on emotional regulation competencies than the high achievers, low achievers on the paper with lower prior achievement notably displayed a lower level of intrinsic motivation than the high achievers. The results highlight learners' different needs depending on their prior achievement and underline the importance of personalized learning support.

Investigating the individual nature of teacher beliefs and practices about self-regulated learning and how this shapes their practices for supporting student learning

ABSTRACT This paper examines the teacher’s role in developing students’ self-regulated learning (SRL) by examining the beliefs and practices of one primary school teacher. The paper then describes how the teacher applied these in her classroom and how students benefitted. Data were collected via interviews, classroom observations, and informal conversations. Findings suggest that although the teacher held positive beliefs that emphasise behavioural, cognitive, and motivated components of SRL, there was less focus on meta-cognition and strategic actions. Nonetheless, classroom observation data revealed that the teacher actively engaged students in meta-cognition and strategic actions. This implies that the teacher had an implicit understanding of her emphasis on these important components of SRL. It also shows that the teacher’s SRL-supportive beliefs and practices were not well-aligned. We believe that a more candid cognisance of meta-cognition and strategic actions may help teachers to directly promote SRL. The study has implications for teacher education and professional development programmes.