Exploring Students' Self-Regulated Learning in Vocational Education and Training

Helen Jossberger*, Saskia Brand-Gruwel, Margje W. J. van de Wiel, Henny P. A. Boshuizen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The aim of the present empirical study was to explore students' self-regulated learning behaviours in vocational education and training and to describe the micro processes associated with planning, monitoring and evaluating during practical learning tasks. The 18 participants were well-performing students from upper secondary vocational education. We collected data from observations, interviews and self-reports to gain detailed insights into students' behaviours and thoughts during practical task performance. The results reveal that most of the students planned their time and resources, but did not develop elaborate plans to regulate their learning behaviours. They monitored their work carefully and adjusted when necessary. When evaluating, students focussed more on work outcomes than learning processes. The results also showed that the students' actual behaviours corresponded with self-reports on internal regulation, with three students overestimating their internal regulation. This study sheds light on an underexplored context and population regarding self-regulated learning. Though the well-performing vocational students engaged in self-regulation, their self-regulating behaviours were led by a combination of hands-on activities and evolving work outcomes. Thus, it was the emerging performance and experiences that triggered their learning. Although self-regulated learning behaviours in vocational education and training were present, we conclude that instructional support needs to be developed and empirically tested to actively facilitate and foster vocational students' learning by doing and reflection.
Original languageEnglish
Pages (from-to)131-158
Number of pages28
JournalVocations and Learning
Volume13
Issue number1
Early online date23 Oct 2019
DOIs
Publication statusPublished - Apr 2020

Keywords

  • Self-regulated learning
  • Vocational education and training
  • Qualitative research
  • STRATEGIES
  • MOTIVATION
  • WORK
  • METACOGNITION
  • METAANALYSIS
  • ATTAINMENT
  • BELIEFS
  • STYLES
  • IMPACT

Cite this