Scholarlink

<p>This study examines the evolution of self-regulated learning (SRL) among psychology students at a Chilean university across six cohorts (2019–2024), with a specific focus on the impact of the COVID-19 pandemic on key SRL dimensions—forethought, monitoring, and self-assessment—and their relationship with academic performance. Guided by two hypotheses, the research explores whether SRL dimensions varied across pandemic phases and whether all dimensions predicted academic performance. Using a longitudinal design and data from over 1,500 students across two campuses, significant differences were found between cohorts. Students who began their university studies during the most disruptive pandemic phases (2021–2022) exhibited lower levels of SRL, particularly in forethought and monitoring, compared to pre- and post-pandemic cohorts. These declines are attributed to unstructured remote education environments and limited feedback. Post-pandemic cohorts (2023–2024) showed signs of SRL recovery, reinforcing the stabilizing role of face-to-face education. Regression analyses showed that forethought and monitoring significantly predicted academic performance, while self-assessment did not, partially confirming the second hypothesis. Monitoring emerged as the strongest predictor, consistent with recent literature (2023–2025) emphasizing its role in metacognitive adaptation and academic persistence. The discussion integrates these findings with the SRL vs. ERL Theory, highlighting the buffering effects of regulatory teaching and calling for targeted interventions to rebuild SRL capacities.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The evolution of self-regulated learning in psychology students. Longitudinal insights across pre-pandemic, remote, and post-pandemic cohorts

  • 期刊论文

  • 发表日期：

    2025年11月18日

查看全文
  • Daniela Bruna,
  • Alejandro Sánchez,
  • Patricio Ramírez-Azócar

摘要

This study examines the evolution of self-regulated learning (SRL) among psychology students at a Chilean university across six cohorts (2019–2024), with a specific focus on the impact of the COVID-19 pandemic on key SRL dimensions—forethought, monitoring, and self-assessment—and their relationship with academic performance. Guided by two hypotheses, the research explores whether SRL dimensions varied across pandemic phases and whether all dimensions predicted academic performance. Using a longitudinal design and data from over 1,500 students across two campuses, significant differences were found between cohorts. Students who began their university studies during the most disruptive pandemic phases (2021–2022) exhibited lower levels of SRL, particularly in forethought and monitoring, compared to pre- and post-pandemic cohorts. These declines are attributed to unstructured remote education environments and limited feedback. Post-pandemic cohorts (2023–2024) showed signs of SRL recovery, reinforcing the stabilizing role of face-to-face education. Regression analyses showed that forethought and monitoring significantly predicted academic performance, while self-assessment did not, partially confirming the second hypothesis. Monitoring emerged as the strongest predictor, consistent with recent literature (2023–2025) emphasizing its role in metacognitive adaptation and academic persistence. The discussion integrates these findings with the SRL vs. ERL Theory, highlighting the buffering effects of regulatory teaching and calling for targeted interventions to rebuild SRL capacities.