Self-regulated learning and students' perceptions of innovative and traditional learning environments: a longitudinal study in secondary education

Educational Studies 38 (4):397-413 (2012)
  Copy   BIBTEX


This study investigated the relationship between the development of students? self-regulated learning and students? perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments



    Upload a copy of this work     Papers currently archived: 92,813

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles


Added to PP

39 (#419,191)

6 months
13 (#219,273)

Historical graph of downloads
How can I increase my downloads?