From Profiles to Practice: Improving Our Understanding of Self-Regulated Learning and How to Support it in Various Educational Contexts

In response to a rapidly evolving world, education is increasingly prioritizing the development of skills that allow for efficient learning, flexibility, and adaptation. These skills are the foundation of self-regulated learning, which refers to learners' ability to monitor, control, and regulate their own learning to achieve their goals. Despite its importance, many students struggle with SRL, leading to negative outcomes such as procrastination and diminished academic performance. Previous research has focused on the usefulness of specific SRL strategies, but it remains unclear how students across various educational contexts self-regulate their learning and how educators can effectively support proactive and adaptive SRL. To address this gap, the current dissertation employs multiple methodologies to describe how students in online and traditional learning contexts self-regulate their learning and explores how various instructional and motivational factors influence students' SRL. At the end of this dissertation, we hope to provide students and educators with actionable insights for sustaining SRL.