The role of self-regulated learning in enhancing learning performance

One of the most important aims of curriculum reform in Hong Kong is to promote students’ ability in learning to learn. In order to achieve this aim, teachers need to teach students both knowledge and skills. In turn, students need to acquire said knowledge and skills, which will help them become capable lifelong learners after they leave school. The paper aims to explore the relationship between students’ self-regulation ability and their learning performance and discusses the teaching strategies aiming at promoting students’ self-regulation ability. The theoretical framework proposed in the paper synthesizes the theories of self-regulated learning proposed by some researchers (e.g., Zimmerman, 1989; Pintrich, 1999; Boekaerts, 1999). In this study, self-regulation ability is conceptualized by four dimensions: learning motivation, goal setting, action control and learning strategies. 6,524 students from 20 aided secondary schools in Hong Kong participated in the questionnaire survey. Factor analysis and reliability test were used to confirm the constructed validity and the reliability of the survey instrument. Multiple regression analysis was applied to explore the relationship among variables. The results showed that students’ learning motivation, goal setting, action control and learning strategies played a significant role in their learning performance. Based on the findings, the researcher suggested that the teacher should give guidance to students on how to do self assessment, set appropriate learning goals, employ effective learning strategies, self-motivate and self-monitor their learning.