Interrelationships Among Self-Regulated Learning Processes: Toward a Dynamic Process-Based Model of Self-Regulated Learning. (November 2019)

• Record Type: Journal Article
• Authors: Hardy, Jay H.; Day, Eric Anthony; Steele, Logan M.
• Is Part Of: Journal of management. Volume 45:Number 8(2019)
• Page Start: 3146
• Page End: 3177
• Publication Date: 2019-11
• Subjects: training and development -- motivation -- growth/longitudinal modeling -- research methods; Management -- Periodicals; 658.005
• DOI: 10.1177/0149206318780440
• Languages: English
• ISSNs: 0149-2063

Abstract

Self-regulation and learning are fundamentally dynamic phenomena that occur at the within-person level and unfold over time. However, the majority of the extant empirical research on self-regulated learning has been conducted at the between-person level, which can obscure the true nature of interrelationships among self-regulatory mechanisms. In the present study, we seek to advance a more nuanced view of the role of self-regulation in modern training and development by presenting a novel theoretical perspective that integrates cognitive, motivational, and behavioral mechanisms central to the literature on active learning with the more dynamic theoretical principles and mechanisms underlying stage-based cognitive models of skill acquisition. Hypotheses derived from this model were tested in a laboratory study with 305 participants who practiced a dynamic computer game involving strong cognitive and perceptual-motor demands. Bivariate cross-lagged latent growth models generally supported the proposed model, revealing systematic trends over the course of practice consistent with a series of iterative, bidirectional, and self-correcting reciprocal interrelationships among self-efficacy, metacognition, exploratory behavior, and practice performance. Collectively, these findings suggest that strong positive interrelationships among self-regulated learning variables at the between-person level may, in some cases, actually belie the true nature of their functional effects. Implications for theory and practice are discussed.