Combining dispositional and behavioural facets of SRL, and the role of students’ growth orientation

This study addresses three key challenges in self-regulated learning (SRL) research. First, it examines the relationship between dispositional SRL – students’ self-reported regulation skills – and behavioural SRL, inferred from computer logs of learning activities in technology-enhanced environments. The study investigates the complementarity of these facets and their strengths and limitations in modelling student learning of 5,724 business students. Second, it explores the link between learning regulation and approaches to learning. While prior research suggests deep learners engage in self-regulation and surface learners rely on external regulation, our findings indicate that high-performing students flexibly switch between both modes based on context. Third, the study examines the role of growth orientation and its key components – mindsets, effort beliefs, future goals, and autonomous motivation – in dispositional and behavioural SRL and course performance. Our research utilises dispositional learning analytics, based on surveys and e-tutorial activity data, to enhance student learning by providing targeted learning feedback.