Self-Regulatory School Climate, Group Regulation and Individual Regulatory Ability: Towards a Model Integrating Three Domains of Self-Regulated Learning
- Resource Type
- Journal Articles
Reports - Research
- Authors
- Wan, Zhi Hong (ORCID 0000-0002-8163-5862); Lee, John Chi-Kin (ORCID 0000-0002-3235-0967); Yan, Zi (ORCID 0000-0001-9305-884X); Ko, Po Yuk (ORCID 0000-0003-0926-9754)
- Source
- Educational Studies. 2023 49(5):783-798.
- Subject
- Hong Kong
- Language
- English
- ISSN
- 0305-5698
1465-3400
Developing students' self-regulated learning (SRL) is crucial for nurturing the life-long learners needed in modern and future society. This study adopted structural equation modelling to explore the relationships among self-regulatory climate, group regulation in project-based learning (PBL) and individual regulatory ability. The results indicate that (i) group regulation has a significant positive effect on SRL ability; (ii) self-regulatory climate (i.e. academic emphasis and teacher trust in students) have significant positive effects on both group regulation and SRL ability; and (iii) student trust in teachers has a negative effect on group regulation and a positive effect on SRL ability. A combination of three approaches (i.e., the explicit, implicit and immersion) is recommended to generate convergent forces to efficiently cultivate self-regulatory learners.