Asia Pacific Education Review

, Volume 6, Issue 2, pp 162–169 | Cite as

Investigating the structure and the pattern in self-regulated learning by high school students

  • Myonghee Yang
Article and Report


The research to explain student’s self-regulated learning has grown rapidly in recent years. However, the studies on self-regulated learning have shown fascinating but mixed results. Thus, there is a need to identify and describe the key dimensions of self-regulated learning according to an empirical framework in order to integrate these complex results. This study attempts to explore the structure and the pattern of self-regulated learning. In a sample of high-school students, it was found that self-regulated learning consists of three components; cognitive regulation, motivational regulation, behavioral regulation. The result also shows that students can be grouped into six clusters in terms of these components. This study appears to be useful for understanding self-regulated learning conceptually but has some methodological limitations.

Key Words

self-regulated learning cognitive strategy metacognitive strategy mastery goal orientation selfefficacy achievement value action control help-seeking an analysis of covariance structure cluster analysis 


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Copyright information

© Education Research Institute 2005

Authors and Affiliations

  1. 1.Department of General Education, College of Social ScienceKunsan National UniversityKunsanKorea

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