Unfolding self‐regulated learning profiles of students: A longitudinal study

Abstract

Background It is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles. Objectives We present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes. Methods The Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking. Results and Conclusions Through the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received. What are the 1 or 2 Major Takeaways from the Study? This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice.

Using blended learning to teach writing to Saudi EFL university students during the COVID-19 pandemic

“…One student noted, "Without the structure and guidance of a normal classroom, I find it hard to stay motivated." This resonates with research on motivation in blended learning, which emphasizes the importance of learners taking ownership of their learning process (Eggers et al, 2021;Esnaashari, Gardner, Arthanari, & Rehm, 2023).…”

Exploring learning analytics and motivated strategies for learning questionnaire (MSLQ) to understand pharmacy students’ learning profiles, motivation and strategies post-COVID

“…The questionnaire used for this research project was adopted from published reports. The validity and reliability of the full MSLQ were confirmed in the literature (Pintrich et al, 1993;Feiz et al, 2013;Esnaashari et al, 2023) and applied to various disciplines (Cook et al, 2011;Horne et al, 2018;Soemantri et al, 2018;Karaoglan Yilmaz & Yilmaz, 2021;Berdida & Grande, 2023;Galal et al, 2023) to understand the motivation and learning strategies of learners. Additionally, pilot testing of the questionnaire was conducted which demonstrated good face and content validity.…”

“…Self-regulated learning (SRL) is a self-directed learning process involving monitoring, control, and reaction in the learning process (Pintrich, 2000;Esnaashari et al, 2023). Self-regulation theory consists of four basic components: Determining a standard, monitoring, willpower, and motivation.…”

“…It is a multi-dimensional consideration of where, why, and how some learners employ selfregulation in their learning experiences, while others do not (Zimmerman, 2011). The SRL model was analysed with the questionnaire-based model, namely, the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich (Pintrich, 2000;Esnaashari et al, 2023). It is comprised of motivational scales and learning strategies scales.…”