A qualitative analysis on the use of self-regulated learning strategies
Use of self-regulated learning strategies
The transition of responsibility for learning to the student has been one of the current era's frequently debated expertise. In this sense, self-regulation skills, which are not limited to education and academic life, have become an essential infrastructure. This article's objective was to explore self-regulatory learning strategies (SRL) by high school students, essential for lifelong learning, from students' perspectives. Semi-structured interviews with 20 high school students were conducted in this phenomenological research. The responses were coded and analysed by using content analysis. The results were discussed in the light of the literature, presented under 4 headings according to the stages in Winne's Four-Stage Self-Regulated Learning Model. These stages are Job Description, Setting Goals and Planning, Performance, and Evaluation. In the first stage; the success, incompetency and interest in the subject, the importance and the field of the lesson, the ease and the difficulty of the lesson was practical according to the students, and personal factors are also influential in determining high school students' priorities toward their academic responsibilities. In the second, students expressed their viewpoints on creating a plan in priority order by focusing on lessons and homework. In the third one, students attempt to control their actions by identifying the techniques and tactics they use to accomplish the goals they want to achieve. Regarding assessing their academic performance in the last stage, it is understood that external factors such as the learning environment, the distance learning process, and parental control are essential.
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