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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1418297

"You're not learning skills-you're just realizing what you can do": A preliminary study of selfregulation in higher education

Provisionally accepted
Fredrik Nyman Fredrik Nyman *
  • Department of Psychology and Social Work, Faculty of Human Sciences, Mid Sweden University, Östersund, Sweden

The final, formatted version of the article will be published soon.

    This preliminary study employs a phenomenological approach to investigate the phenomenon of self-regulated learning among higher education students in the United Kingdom. The research identifies both facilitators and challenges associated with effective self-regulated learning. Through indepth interviews and thematic analysis, key themes such as motivation, the learning process, support systems, planning, and group dynamics emerge.Noteworthy findings include the importance of clear guidelines regarding study hours and designated learning environments for students.Furthermore, educators are encouraged to integrate activities fostering learning strategies and promoting social relationships within student groups.The study highlights the necessity for additional tools and support mechanisms, even for students who exhibit autonomous motivation, to enhance their effectiveness in self-study practices.

    Keywords: United Kingdom, Self-regulation, Learning Theory, Phenomenology, student perspectives, higher education

    Received: 16 Apr 2024; Accepted: 14 Oct 2024.

    Copyright: © 2024 Nyman. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Fredrik Nyman, Department of Psychology and Social Work, Faculty of Human Sciences, Mid Sweden University, Östersund, Sweden

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.