A Study on the Level of Self-regulated Learning Ability for Engineering College Students

공과대학 학생들의 자기조절 학습능력 수준에 관한 연구

  • Received : 2009.10.15
  • Accepted : 2009.12.03
  • Published : 2009.12.31


The purpose of this study was to investigate the level of self-regulated learning ability for engineering students. Self-regulated learning theory has been studied as the theoretical background and assessment framework explaining life-long ability. A survey was conducted to engineering students from an engineering-centered university, located in Seoul. The research findings were as follows. First, each mean of cognitive regulation, motivation regulation, and behavior regulation was 3.041, 3.051, and 2.996 respectively, indicating that the scores were not high. Second, there was no significant difference in the mean score of self-regulated learning ability between female and male students. Third, students in ABEEK accredited program scored meaningfully higher than students in non-accredited program on only 3 sub-components of organization strategy, metacognition, and task value. Fourth, senior students scored meaningfully higher than 1st year students on only 3 sub-components of metacognition, intrinsic motivation, learning environment management. The results revealed that instructional interventions should be provided for engineering students to develop self-regulated learning ability.


Self-regulated learning;Life-long learning ability


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