Self-regulated Learning Processes Research Articles

Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews

AbstractStudying in digital learning environments highlights the skills needed to regulate one’s own learning. In youth, students are acquiring and developing these skills, but for many students, effectively self-regulating their learning is challenging. To design support in this regard, an in depth understanding of how and why their self-regulated learning (SRL) is enacted is needed. This study focuses on secondary school students’ enacted SRL strategies in a computer-based, multi-source writing task to detect and explain differences between high- and low-performing students. To address this aim, the students’ SRL processes during the task were captured using digital trace data (N = 50, navigational log, mouse, and keyboard data) and supplemented with stimulated recall interviews (n = 17). Raw trace data were parsed by implementing an existing theory-based process library that automatically detects the SRL processes. The durations and network properties of and transitions between the SRL processes of students in the highest and lowest essay score tertiles were investigated, involving the novel application of network metrics, and a qualitative content analysis for the stimulated recall data was performed. The results show that successful students differed from less successful ones regarding the time they allotted for the SRL processes, the number of distinct transitions between them, as well as transition probabilities. The successful students expressed a larger proportion of and different cyclical patterns of SRL processes during the task. The student interviews contextualise these findings and complement them by revealing qualitative differences in students’ monitoring of learning. This study provides novel insights into SRL among young students in computer-based writing task and suggests approaches for designing effective, personalised support for students’ adaptive learning strategies, which can be useful in developing educational technology and teacher education.

A Qualitative Study on Self-Regulated Learning of Chinese as a Second Language

The characteristics and challenges of learning Chinese as a second language (CSL) warrant a deeper understanding of the learning process from various perspectives to promote learning development. In the domain of second language acquisition research, the concept of self-regulated learning (SRL) has been gaining increased attention from researchers. SRL encompasses a broader and more profound connotation than previous models, as it emphasizes the strategic application of learning techniques to facilitate language development. This theoretical shift has yielded fruitful research results in the field. By investigating SRL, we can examine the dynamic and cyclical process of CSL learning from multiple dimensions and identify learning problems from the learners’ perspective, ultimately finding solutions. This study aims to conduct qualitative research on SRL among five CSL learners with different cultural and educational backgrounds, utilizing qualitative study methods. The research focuses on exploring the characteristics and patterns of SRL among CSL learners, offering insights for teaching practices. The study will employ semistructured interviews and reflective journals to gather in-depth data on the learners’ SRL processes. Key questions include how SRL impacts CSL learning outcomes, the distinctive characteristics of applying SRL theory to CSL learning, and the effective implementation of SRL strategies to enhance learning. By addressing these questions, the research aims to fill the gap in existing literature and provide practical insights for educators to support the development of autonomous, self-regulated Chinese language learners. This, in turn, will contribute to improving instructional methods and promoting better academic achievements in CSL learners.

On the right track: decoding self-regulated learning in young students’ log data with the digital train track task

Assessing self-regulated learning (SRL)—the interplay between monitoring and control behavior—remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, transparency, generalizability, validity, and reproducibility. This study introduces an innovative instrument, the digital train track task (TTT), for assessing SRL with log data in young learners, focusing on monitoring and controlling behavior. Log data of 85 primary school students (second to fifth grades, aged 7–13 years) performing one simple and one complex TTT were analyzed. As a novel method, finite state machines (FSM) were applied to extract SRL-related actions and states from the log data. To evaluate and explore the potential of the digital TTT, monitoring, and control behavior during simple and complex tasks were compared, employing frequency-based statistical analysis and transition graphs. Additionally, the log data were multimethodically linked with think-aloud data. The results revealed differences in monitoring and control behavior during the simple and the complex tasks regarding frequency, duration, and transitions between the SRL-related states. Extracted SRL-related states from log data and corresponding think-aloud data showed significant correlations. Adding to the growing body of log data research, this study offers an innovative task to validly assess the metacognitive self-regulation processes of young learners during problem-solving. The transparent, theory-based operationalization of SRL in this study, taking into account recent demands for SRL log data research, allows better reproducibility and transfer and adds to the generalizability of findings from SRL log data research.

A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective

Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.

Self-regulated learning processes of advanced musicians: A PRISMA review

This systematic review aimed to provide a comprehensive and up-to-date understanding of the current state of empirical research in self-regulated learning (SRL) and music, investigating learning strategies planned and employed by advanced musicians and evidence to support the benefits of SRL training for this population. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we initially identified 3323 records related to our search, spanning the period from 2001 to 2023. Inclusion criteria consisted of peer-reviewed empirical articles reporting studies involving the participation of advanced (i.e., undergraduate and postgraduate student and professional) musicians using Zimmerman’s cyclical model of SRL and published in English, Spanish, Portuguese, or French. Forty-eight articles met all the inclusion criteria and were included in the review. We divided them into three types: reports of observational studies, descriptive-correlational, and intervention studies. We discuss the findings according to the three phases of Zimmerman’s cyclical model: forethought, performance/volitional control, and self-reflection, including the processes of goal setting, selection and adaptation of learning strategies, help seeking, time management, and self-evaluation and adaptation. Our analysis identified trends in the behavior of advanced musicians, particularly regarding practice quantity and musical achievement. Suggestions for future research indicate the need to invest in the training of instrumental and vocal teachers, so that they become familiar with SRL learning strategies that they can pass on to their students.

Promoting higher education students’ self-regulated learning through learning analytics: A qualitative study

AbstractLearning analytics provides a novel means to support the development and growth of students into self-regulated learners, but little is known about student perspectives on its utilization. To address this gap, the present study proposed the following research question: what are the perceptions of higher education students on the utilization of a learning analytics dashboard to promote self-regulated learning? More specifically, this can be expressed via the following threefold sub-question: how do higher education students perceive the use of a learning analytics dashboard and its development as promoting the (1) forethought, (2) performance, and (3) reflection phase processes of self-regulated learning? Data for the study were collected from students (N = 16) through semi-structured interviews and analyzed using a qualitative content analysis. Results indicated that the students perceived the use of the learning analytics dashboard as an opportunity for versatile learning support, providing them with a means to control and observe their studies and learning, while facilitating various performance phase processes. Insights from the analytics data could also be used in targeting the students’ development areas as well as in reflecting on their studies and learning, both individually and jointly with their educators, thus contributing to the activities of forethought and reflection phases. However, in order for the learning analytics dashboard to serve students more profoundly across myriad studies, its further development was deemed necessary. The findings of this investigation emphasize the need to integrate the use and development of learning analytics into versatile learning processes and mechanisms of comprehensive support and guidance.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

Students’ self-regulatory processes in content and language integrated learning: a vignette-based microanalytic study

ABSTRACT Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students’ perspectives and enhance CLIL’s success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students’ SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL’s success requires prioritising assessment, considering the state of ‘others’, and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students’ SRL in CLIL settings and informs future research on student-focused aspects in CLIL.

The relationship between students' self‐regulated learning behaviours and problem‐solving efficiency in technology‐rich learning environments

AbstractBackgroundScholars have confirmed the vital roles of self‐regulated learning (SRL) behaviours in predicting task performance, especially within non‐linear technology‐rich learning environments (TREs). However, few studies focused on the learning costs (e.g., study effort and time‐on‐task) related to SRL and the efficiency outcome of SRL (i.e., the relative relationship between learning costs and performance).ObjectivesThis study examined the relationship between students' SRL behaviours and problem‐solving efficiency in the context of TREs.MethodsEighty‐two medical students accomplished a diagnostic task in a computer‐simulated environment, and they were classified into the efficient or less efficient group according to diagnostic performance and time‐on‐task. Then we coded students' SRL behaviours from trace data and counted the frequency of each SRL behaviour. The recurrence quantification and lag sequential analyses were performed to extract the dynamic characteristics of SRL behaviours, including recurrent patterns and sequential transitions.Results and ConclusionsEfficient students conducted more frequent Self‐reflection behaviours than the less efficient. For the recurrent patterns, efficient students tended to exhibit longer SRL behaviour sequences comprising a variety of different SRL behaviours (e.g., Task Analysis > Add Test > Add Hypotheses > Categorise Evidence) as well as longer sequences of repeated SRL behaviours (e.g., Add Test > Add Test > Add Test > Add Test). Moreover, efficient students exhibited more sequential transitions between different SRL behaviours than less efficient.TakeawaysOverall, this study revealed the effects of SRL on problem‐solving efficiency, which inspired researchers to incorporate problem‐solving efficiency as an evaluation criterion of SRL processes.

Coaching During Student Teaching: Using Self-Regulated Learning to Improve Questioning Skills for Preservice Science Teachers

ABSTRACT Although student teaching plays a crucial role in teacher preparation programs, limited research has examined the specific features of this experience that positively impact preservice science teachers’ (PSTs) questioning competency. This multi-case study contributes to the existing body of research by presenting findings from an initiative in a teacher preparation program that integrates self-regulated learning (SRL) into professional learning (PL) and coaching to improve PSTs’ questioning skills. Despite variability in their initial SRL skills, all participating PSTs experiened shared learning opportunities related to asking higher-level cognitive questions. The PL and coaching during student teaching appeared to contribute to PSTs’ improvement in different aspects of asking questions. Coaching, in particular, enhanced PSTs’ application of strategies learned in the PL and facilitated learning from the act of teaching. The findings suggest that to help PSTs develop to ask higher-level cognitive questions, teacher preparation programs need to provide detailed, memorable, and theory-grounded descriptions of questioning techniques. In addition, integrating SRL processes into coursework and coaching can significantly enhance PSTs’ learning from teaching experience.

Strategies to promote self-regulated learning for online diverse students

The rapid growth of digital technologies has expanded opportunities for faculty to assist students with diverse self-regulatory abilities in online higher education. Yet, limited research explores effective strategies for supporting racially diverse students’ self-regulated learning (SRL) in online learning. Further, new research has called for educators to utilize adaptive technologies that provide effective prompts, feedback, and action recommendations to promote the dynamic process of SRL. Thus, this research qualitatively explored the strategies employed by faculty and the role of digital technologies perceived by faculty in providing adaptive support for the SRL of racially diverse students. Data from semi-structured interviews with twenty-eight faculty from a public university were analyzed through thematic analysis. Results provided two groups of themes. First, the strategies included (a) project-based activities, (b) collaborative learning projects, and (c) student-led facilitation. Second, the role of digital technologies involved (d) diversifying interaction channels and (e) monitoring progress and adjusting strategies. These results contribute to new knowledge regarding strategies to promote self-regulated learning of racially diverse students in higher education.

Academic Performance of Excellence: The Impact of Self-Regulated Learning and Academic Time Management Planning

The Program for International Student Assessment highlights the persistent lack of commitment and motivation among students worldwide in their school activities, which are resulting in decreased proficiency levels in reading, mathematics, and science. The magnitude of this phenomenon, with its clear social implications, suggests that we are facing a concerning quest for immediate answers and results. This research focuses on the impact of the relationships between self-regulated learning processes and the planning of time management that is dedicated to school activities on student performance, specifically in the subjects of the Mother Tongue and Mathematics. The instruments used for analysis included the Inventory of Self-Regulated Learning Processes, the Inventory of Time Management Planning, a personal data sheet, and a school data sheet. The sample in this study consisted of 688 students from primary schools in northern Portugal. The results reveal that self-regulated learning has a positive influence on how students plan time management, both in the short and long term. Additionally, a positive and statistically significant relationship is observed between short-term and long-term time management planning and students’ academic performance. This study provides an in-depth perspective on the dynamics between these elements, shedding light on the crucial nuances that shape students’ academic journeys.

Technology for organizing self-regulated learning at the stage of early professionalization of high school students in psychological and pedagogical classes

Importance. In the modern world, the role of the teacher has changed, and now students – future teachers are faced with the task of not only teaching, but also being prepared for constant self-development, professional growth and continuous learning. Modern regulatory documents of the teacher education system define competence that promotes self-education as necessary for mastery by a future teacher. Developing the ability for self-regulation in students in the pedagogical education system has great potential for successful professional development. Therefore, it is important to organize an effective process of self-regulated learning in a modern school at the stage of early professionalization in psychological and pedagogical classes. The purpose of the study is to develop and substantiate a technology for organizing self-regulated learning that promotes successful readiness for personal and professional development of high school students – students of psychological and pedagogical classes.Research Methods. Analysis of data from theoretical and empirical research in the field of self-regulated learning, also used: analysis, synthesis, generalization, comparison and interpretation, survey.Results and Discussion. Self-regulated learning is a process in which students actively participate in their own learning activities. High school students involved in self-regulated learning show higher educational results, quickly master course materials and more often achieve their personal goals. In the context of the cognitive-technological approach to learning, an innovative technology of self-regulated learning at the stage of early professionalization of high school students in specialized psychological and pedagogical classes is scientifically substantiated, including an activity algorithm: self-diagnosis – goal setting – self-motivation – planning – implementation of personal strategy – self-reflection; as well as diagnostic and autodidactic methods. A diagnostic technique has been developed to identify the level of students’ readiness for self-regulated learning.Conclusion. Considering that self-regulated learning is a complex process that requires many years of practice, training and experience, its effective use in the format of technology for organizing self-regulated learning, especially at the stage of early professionalization in psychological and pedagogical classes. The effect is enhanced when using a cognitive-technological approach, an algorithm of stages and a set of auto-didactics methods. The designed technology is a valuable innovative tool for increasing the efficiency of psychological and pedagogical classes, as well as for research and practice in the field of teacher education.

Students’ self-regulated learning of university mathematics in different learning environments

Self-regulated learning is important, due to the large share of self-study time for learning mathematics at university, but it is still underresearched.Theoretically and practically, it is of particular interest to understand patterns that lead to different self-regulated learning processes, in order to identify approaches to support students learning. In this study, we analyse students’ appraisals of different elements of three different learning environments in Germany (on-campus, online) and Finland (on-campus) for their congruence with students’ goals. According to Boekaerts’ dual processing model of self-regulated learning, such appraisals define students’ purposes of self-regulation. We analyse interview data of two students per learning environment, in each environment one with a focus on learning goals and one on just ‘surviving the course’. Our results provide a detailed description of the variety of the six students’ self-regulated learning processes as well as a synthesis of students’ appraisals of different elements of the learning environments, indicating the importance of students’ appraisals of the relevance of mathematical contents, implications of exercise assessments, and coping potential, especially in terms of peer learning. These results have practical implications for ‘supporting students’ self-regulated learning processes which are discussed.

Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning

This article reports on the development of Vocab+, a mobile app embedded with a self-regulation scheme that supports primary students’ whole process of self-regulated vocabulary learning (SRVL) across in-class and real-life contexts, and evaluates its impact on primary students’ perceived SRVL skills and vocabulary learning outcomes. The study lasted four months. A total of 129 Grade 4 students from three classes in a primary school in Mainland China were involved. The three classes were randomly assigned to three groups. In after-class learning contexts, Group 1 (44 students) used the Vocab + app with the self-regulation scheme, Group 2 (43 students) used the app without the self-regulation scheme, and Group 3 (42 students) did not use the Vocab + app. Data collection involved pre-and post-vocabulary tests, pre-and post-questionnaires and three focus group interviews (each involving five students) about students’ experience of using the Vocab + app for vocabulary learning. Both quantitative and qualitative data analyses were performed. The findings indicate that the learners using the Vocab + app with the self-regulation scheme exhibited significantly better SRVL skills and vocabulary learning outcomes than those using the Vocab + app without the self-regulation scheme and those not using the app. The implications of these findings are explored.

A Study on Self-Regulatory Processes in EFL Academic Writing

The process of academic writing is a highly demanding mental activity that presents a number of difficulties for students, especially when it comes to L2/FL (second/ foreign language) writing. The study employs the social-cognitive model of writing to explore the issue of students’ self-regulated learning (SRL) in English as a foreign language (EFL) writing, with a special emphasis on the most important processes and strategies that may influence the quality of writing performance. We also wanted to explore whether there is an improvement in the quality of writing performance due to regular students’ exposure to EFL learning at the university levels. The quantitative part of the study involved 104 students (53 undergraduates and 51 graduates), while the qualitative part focused on two groups of higher and lower proficiency writers. The quantitative part of the study pointed out a significant difference between the first and second measurement points in the quality of students’ writing performance both at the undergraduate and graduate levels of study. Students in second measurement point had a better writing performance compared to the ones in the first measurement point. The qualitative research results showed that higher proficiency writers exhibited better SRL processes compared to lower proficiency writers. The research findings suggest that the students’ writing proficiency benefits from incorporating more SRL processes in EFL learning/teaching in the Croatian educational context.

Mapping the self in self‐regulation using complex dynamic systems approach

Complex dynamic systems offer a rich platform for understanding the individual or the person‐specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person‐specific) methods can accurately and precisely model the individual person, create person‐specific models, and devise unique parameters for each individual. Our study used the latest advances in complex systems dynamics to study the differences between group‐based and individual self‐regulated learning (SRL) dynamics. The findings show that SRL is a complex, dynamic system where different sub‐processes influence each other resulting in the emergence of non‐trivial patterns that vary across individuals and time scales, and as such far from the uniform picture commonly theorized. We found that the average SRL process does not reflect the individual SRL processes of different people. Therefore, interventions derived from the group‐based SRL insights are unlikely to be effective in personalization. We posit that, if personalized interventions are needed, modelling the person with person‐specific methods should be the guiding principle. Our study offered a reliable solution to model the person‐specific self‐regulation processes which can serve as a ground for understanding and improving individual learning and open the door for precision education. Practitioner notesWhat is already known about this topic Self‐regulation is a catalyst for effective learning and achievement. Our understanding of SRL personalization comes from insights based on aggregate group‐based data. What this paper adds Every student has their own unique SRL process that varies from the average in non‐trivial ways. We offer a credible method for mapping the individualized SRL process. SRL dynamics vary across time scales. That is, the trait dynamics are different from the state dynamics, and they should be supported differently. Implications for practice and/or policy Personalization can best be achieved if based on unique person‐specific idiographic methods. Supporting learning and SRL in particular can be more efficient when we understand the differences across time scales and persons and apply insights accordingly. The general SRL average should not be expected to work for everyone.

Entwicklung und Validierung eines Instruments zur Erfassung selbstregulierten Lernens in Lernprodukten

The analysis of students’ learning products enables a behavioral diagnosis of cognitive learning strategies and provides new information for the evaluation of learning activities. The current study aims to analyze whether organization and elaboration strategies can be measured reliably in learning products and can be validated by learning success. With a newly developed coding scheme 229 lecture summaries of 24 student teachers were examined by different high-inferent categories, which enable an efficient evaluation of the learning products. For deeper insights, 94 lecture summaries of 10 students with either high or low learning success were analytically rated by means of low-inferent categories. Overall results show an interrater reliability that is substantial for high-inferent categories and very good for low-inferent categories. Significant correlations between the usage of learning strategies for the learning products and learning success (exam grades) could be found. Students with high learning success used learning strategies of nearly all categories more frequently as those with low learning success. Limitations and potentials of the approach for diagnosing and evaluating self-regulated learning processes are discussed.

Working with an instructional video on mathematical modeling: upper-secondary students’ perceived advantages and challenges

Many instructional videos in mathematics education target knowledge of procedures and algorithms. To design instructional videos that support students in a non-algorithmic domain, such as mathematical modeling, we developed a framework based on research on heuristic worked examples and instructional videos. Because students’ perceptions play an important role in whether they will engage with a learning resource, our research questions focus on the advantages and challenges students perceive when they work with an instructional video on mathematical modeling and solve a subsequent related modeling problem. Using a video based on the developed framework, we conducted an interview study with 14 pairs of upper-secondary students. The results of the qualitative text analysis showed that the perceived advantages and challenges were related to certain design features and to the processes of self-regulated learning with the video. The students experienced challenges regarding the video’s duration, the transfer to a subsequent related modeling problem, the absence of a teacher, and self-discipline. Hence, further learner support is necessary to guide the transition from working with a video to autonomous modeling, such as combining the video with strategic instruments and teacher support. In addition, interactive video features may be essential, as the students enjoyed how those features involved them in the process of watching the video. Overall, the results indicate that instructional videos are promising for providing heuristic worked examples, offering an innovative approach for teaching and learning mathematical modeling.

Attitudes in music practice: a survey exploring the self-regulated learning processes of advanced Brazilian and Portuguese musicians.

This study aimed to investigate the Self-Regulated Learning behaviors of advanced Brazilian and Portuguese musicians and how these processes vary in terms of gender, nationality, musical instrument, quantity of practice, expertise, and professional experience. 300 participants fully completed the 22-item questionnaire "Attitudes in music practice". The sample comprised of 54.3% males, 44.0% females, and 1% non-binary; 0.7% did not respond. 68.0% (n = 204) were Brazilian, and 32.0% (n = 96) were Portuguese. The mean age was 32.70 years old (SD = 11.261), the mode was 22 years old, with a range of 18 to 66 years. Data analysis procedure included exploratory factor analysis, internal consistency, independent sample t test, analysis of variance (ANOVA), and chi-square tests. Exploratory Factor Analysis generated three factors: Practice Organization, Personal Resources, and External Resources. The results report there are no differences in SRL scores in terms of gender, nationality, and musical instrument. However, One-way ANOVA test results convey differences in SRL scores and the quantity of practice and expertise with those musicians who reported practicing for longer periods scoring more highly than participants who declared spending less time on daily practice. The results for the expertise variables suggest that more experienced and older musicians scored higher in Personal Resources and lower in External Resources indicating that, as musicians gain in experience, their metacognitive processes become more evident than the social factors of their performance.