Students’ self-regulated learning of university mathematics in different learning environments

Figures & data

Figure 1. Schematic representation of the theoretical framework informed by Boekaerts’ (2011) dual processing model of self-regulated learning. G: Growth; W: Well-being, C: Commitment.

Table 1. Overview of the theoretically chosen sample.

Student	Institutional setting	Study Programme	Main Goal
Toni	Germany on campus	Mathematics major	Focus on learning goals
Kim	Germany on campus	Teacher student	Survive the course
Liv	Germany online	Teacher student	Focus on learning goals
Luca	Germany online	Teacher student	Survive the course
Lumi	Finland on campus	Mathematics major	Focus on learning goals
Tuisku	Finland on campus	Statistics major	Survive the course

Table 2. Definitions and examples of the codes applied.

Category	Definition	Example
Goals	Behaviours or outcomes that students are attempting to perform or attain	I want to be a teacher.
Learning goal	Learning goals focus on increasing competence	I want to learn something new and not have to repeat something.
Performance goal	Performance goals focus on the attainment of positive judgments from others	I deal with it as much as I can, and try to pass the examination somehow, but I honestly don’t care how quickly I forget it
Protect well-being	Students’ values and needs are represented in students’ goals such as protecting one’s well-being	every week you have this stress of having the exercises […] this constant thought that I have to hand in a mathematics homework next week and I don’t know when I should plan it into my schedule […] that just puts me under pressure and that just completely takes away the joy.
Appraisals
Relevance:relevantpleasantness	Does the situation have consequences for my goals, values, or needs (relevant)? Is it intrinsically pleasant or unpleasant? (pleasantness)	In elementary geometry I notice now at least that there is some content that I can actually use for school. And there I want to get ahead somehow. Because then I realise that I will really need it at some point. (relevant)
		That just completely takes away the joy. (unpleasant)
Implications:conduciveobstacle	Is the situation conducive (supportive, beneficial) or obstructive (an obstacle, not conducive) to reaching my goals?	The tutor gave me a small hint that I was missing but I got to do it myself so that the joy of discovery was not wasted, […] that made me feel very mathematical, that was the supporting power. (conducive)
Coping potential	How can the situation or its consequences be controlled, influenced, or coped with?	You learned somehow that you can rely on each other. […] if you’re not doing so well, the others are there, too, and together you manage somehow.
Normative significance: internal standardsexternal standards	Overall assessment of the situation with respect to compatibility with self-concept, values (internal), social norms and moral rules (external)	Of course, I can sit down with them, but there’s also a lot of copying. And I’m more of a person who thinks you should try to do what you can, and then sit down together, talk about the things you can’t do, and just talk about it at all. That’s what I miss. (internal)

Figure 2. Visualisation of the six students’ appraisal processes.

Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). Routledge.

 Google Scholar