A Latent Profile Analysis of University Students' Self-Regulated Learning Strategies

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  • Author(s): Ning, Hoi Kwan; Downing, Kevin
  • Language:
    English
  • Source:
    Studies in Higher Education. 2015 40(7):1328-1346.
  • Publication Date:
    2015
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Profiles; Metacognition; Learning Strategies; College Seniors; Academic Achievement; Self Concept; Regression (Statistics); Student Attitudes; Student Motivation; Test Anxiety; Teacher Effectiveness; Standards; Student Behavior; Student Characteristics; Questionnaires; Foreign Countries; Models; Prediction; Statistical Analysis
    • Subject Terms:
      Hong Kong
    • Subject Terms:
      Learning and Study Strategies Inventory
    • Accession Number:
      10.1080/03075079.2014.880832
    • ISSN:
      0307-5079
    • Abstract:
      Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: "competent self-regulated learners", "cognitive-oriented self-regulated learners", "behavioural-oriented self-regulated learners", and "minimal self-regulated learners". Students in the competent SRL profile demonstrated the highest levels of academic self-concept, motivation, attitude, and the lowest level of test anxiety and best academic performance. Multinomial logistic regression analysis also indicated that learning experience factors (teaching quality, clear goals and standards, appropriate assessment and workload) were significant predictors of SRL profile membership. The profiling of student self-regulated learning strategies resulted in enhanced understanding of the complex range of processes students employ and offered new insights into this emerging area of student learning.
    • Abstract:
      As Provided
    • Number of References:
      89
    • Publication Date:
      2015
    • Accession Number:
      EJ1065579