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 seeks to identify both facilitators and challenges associated with effective self-regulated learning, shedding light on the factors that influence students’ ability to manage their own learning processes.
The study used in-depth interviews with students and employed thematic analysis to explore the experiences of self-regulated learning. Through this qualitative approach, key themes emerged, including motivation, the learning process, support systems, planning, and group dynamics.
Noteworthy findings include the significance of clear guidelines regarding study hours and designated learning environments for students. Themes such as the learning process, planning, and group dynamics were highlighted as crucial factors in effective self-regulated learning. Additionally, motivation and the role of support systems were found to play essential roles in students’ learning outcomes.
The findings suggest that even students who exhibit autonomous motivation benefit from additional tools and support mechanisms to enhance their self-study practices. Educators are encouraged to integrate activities that foster learning strategies and promote social relationships within student groups. The study emphasizes the importance of creating structured learning environments and support systems to facilitate effective self-regulated learning for all students.