Self-regulated learning strategies in continuing education: A systematic review and meta-analysis

Abstract

Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level random-effects meta-analyses revealed significant relationships between SRL strategies and achievement motivation (r = .30), learning performance (r = .36), learner engagement (r = .39), learner satisfaction (r = .30), avoidance behavior (r = −.14), prior knowledge (r = .05), CE experience (r = .08), organizational learning culture (r = .26), job control (r = .28), and job demands (r = .21). Operationalization of variables as well as setting and work-relatedness of the CE activity were identified as moderators. Our investigations help understand the nature of SRL in CE and provide a sound basis for designing interventions to support SRL in CE. Future research should identify moderators to explain heterogeneity in effect sizes.