EXAMINING THE PRACTICES OF SELF-REGULATED LEARNING AT THE HIGHER EDUCATION LEVEL

Abstract

Self regulated learning (SRL) is a very important competency in higher education as it allows the learner to plan, monitor and evaluate his own learning. This study is based on Zimmerman’s (2002) cyclical model and examines SRL practices of university students in Islamabad, Pakistan in the forethought (task analysis, motivational beliefs), performance (self control, self observation) and self reflection (self judgment, self reaction) phases. A quantitative descriptive design was used to collect data from 600 students by the use of a 30 item questionnaire which had been validated. Results showed moderate ability on the task analysis (M = 3.51), self reaction (M = 3.52) but widegap of self observation (M = 3.30) and self judgment (M = 3.39) in metacognitive monitoring and evaluation. This is an indication of the bigger systemic problem of Pakistan’s teacher centered education system that is driven by rote memorization rather than reflective practices. Results of the study highlight the determination of incorporating SRL strategies like reflective journals and peer feedback in faculty training and curriculum reforms is necessary for an effective intervention. In blended learning environments, digital tools can also scaffold metacognitive skills. The research is important to global SRL literature because it contributes to developing educational context and offers practical recommendations for helping students develop autonomous strategies. By filling these gaps, Pakistani universities will create 21st-century educational demands for lifelong learning skills.

Keywords: Self-Regulated Learning, Higher Education, Zimmerman’s, Planning, Monitoring, Evaluation