Developing students’ self-regulated learning (SRL) is crucial for nurturing the life-long learners needed in modern and future society. This study adopted structural equation modelling to explore the relationships among self-regulatory climate, group regulation in project-based learning (PBL) and individual regulatory ability. The results indicate that (i) group regulation has a significant positive effect on SRL ability; (ii) self-regulatory climate (i.e. academic emphasis and teacher trust in students) have significant positive effects on both group regulation and SRL ability; and (iii) student trust in teachers has a negative effect on group regulation and a positive effect on SRL ability. A combination of three approaches (i.e., the explicit, implicit and immersion) is recommended to generate convergent forces to efficiently cultivate self-regulatory learners. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
CitationWan, Z. H., Lee, J. C.-K., Yan, Z., & Ko, P. Y. (2023). Self-regulatory school climate, group regulation and individual regulatory ability: Towards a model integrating three domains of self-regulated learning. Educational Studies, 49(5), 783-798. https://doi.org/10.1080/03055698.2021.1894093
- Self-regulatory school climate
- Group regulation
- Project-based learning
- Self-regulated learning