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- Vol 4 RE: Chapter 6
self-regulated learningcontinuing educationachievement motivationlearning engagementorganisational learning culturejob controllearning performanceJournal article Evidence summaryAt a glance
Hemmler and Ifenthaler systematically review and meta-analyse factors associated with adults’ use of self-regulated learning strategies in continuing education. Across 58 studies, they organise correlates into learning-process, learner, continuing-education, and work-related factors and use three-level random-effects models to accommodate dependent effects.
Key ideas
Strategy use showed positive relationships with achievement motivation, learning performance, engagement, satisfaction, prior knowledge, prior continuing-education experience, organisational learning culture, job control, and job demands, while avoidance behaviour related negatively. Associations were strongest for engagement and performance among the reported estimates, though considerable heterogeneity remained. Variable operationalisation, learning setting, and the work-relatedness of continuing education moderated some results. The synthesis shows that self-regulation is not solely an individual trait: course design and workplace conditions also matter.
Why it matters
Correlational evidence dominates the included literature, measures and contexts vary, and meta-analytic association does not prove which interventions cause improvement. The authors call for better-specified research on moderators and provide a basis for designing supports that connect motivation, learning processes, educational environments, and work contexts.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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