Understanding the varieties in first-year university students' experience of self-regulated learning during emergency remote teaching.

Autor/inn/en	Mickwitz, Asa; u.a.
Titel	Understanding the varieties in first-year university students' experience of self-regulated learning during emergency remote teaching.
Quelle	In: European Journal of Higher Education, 15 (2025) 3, S. 467-484Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2156-8235; 2156-8243
DOI	10.1080/21568235.2024.2359107
Schlagwörter	Studienverhalten; Fernunterricht; Studentenschaft
Abstract	First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students' experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed. (HRK / Abstract übernommen).
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2026/3