Self-regulated learning (SRL): The impact of incomplete SRL development on the management of conflicting goals

Abstract

This short case study represents a preliminary exploration of the impact of a poorly developed higher order level of self-regulation on self-regulated learning (SRL), testing the relevance to students' capacity to manage conflicting academic and non-academic goals. We further problematize culture in this context and develop a model, as a basis for future research. The environments for the study are countries that provide tertiary education to international students. The overall aim is to demonstrate that incomplete development of self-regulated learning prevents students from effectively managing conflicting high-priority goals (H2-4). Secondary aims are to test if poorly developed self-regulation coincides with unsatisfactory development of general study skills (H5) and to theoretically justify future research on the impact of culture on SRL (H1). The data source for this study is an entry level skills/knowledge test. Three scenario-based motivational questions were added and data analysis is expected to confirm H2-4. This has implications for educators as it points to an opportunity for appropriate intervention at an earlier stage than is at present common. However, the low number of questions impose significant limitations on validity of results. There are plans to repeat the study based on a significantly higher number of questions and a pre-validated instrument.