Self-regulation of learning in the context of modern technology: a review of empirical studies

Abstract

Purpose Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies. Design/methodology/approach The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education. Findings The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies. Originality/value The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

Self-regulated Learning and Perfectionism as Predictors of Listening Anxiety in the Context of Foreign Language Learning: A Structural Equation Modeling Approach

“…In a similar vein, Schunk and Zimmerman (2012) de ne SRL as self-created actions, enthusiasm, thoughts, motivation, and feelings in the process of learning. Junaštíková (2023) claims that SRL as an effective construct can represent evidence for the prediction of several in uential components in learning. Actually, through self-regulation, EFL learners can monitor their learning progress, and determine their objectives clearly which leads to applying self-created learning activities to enhance their learning opportunities and competencies (Şahin Kızıl & Savran, 2018).…”