Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning

ABSTRACT

Developing students’ self-regulated learning (SRL) is crucial for nurturing the life-long learners needed in modern and future society. This study adopted structural equation modelling to explore the relationships among self-regulatory climate, group regulation in project-based learning (PBL) and individual regulatory ability. The results indicate that (i) group regulation has a significant positive effect on SRL ability; (ii) self-regulatory climate (i.e. academic emphasis and teacher trust in students) have significant positive effects on both group regulation and SRL ability; and (iii) student trust in teachers has a negative effect on group regulation and a positive effect on SRL ability. A combination of three approaches (i.e., the explicit, implicit and immersion) is recommended to generate convergent forces to efficiently cultivate self-regulatory learners.

KEYWORDS:

• Self-regulatory school climate
• group regulation
• project-based learning
• self-regulated learning

Acknowledgment

The authors would like to thank , Professor C. M. Adams, Professor Anita Woolfolk Hoy, Professor Megan Tschannen-Moran, Professor Nicole DiDonato-Barnes, Professor Konstantina Koutrouba, Professor Elissavet Karageorgou, and Professor Wayne K. Hoy for their support in this study. Thanks are also extended to the Centre for Excellence of Learning and Teaching and Department of Curriculum and Instruction, Faculty of Education and Human Development, The Education University of Hong Kong, for their support during the preparation of this manuscript. The authors are responsible for the choice and presentation of information and views contained in this article and for opinions expressed therein, which are not necessarily those of UNESCO and The Education University of Hong Kong, and do not commit the respective Organisations.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Abbreviation for “self-regulated learning”

2. Abbreviation for “project-based learning”

Additional information

Notes on contributors

Zhi Hong Wan

Zhi Hong Wan is an assistant professor in the Department of Curriculum and Instruction at the Education University of Hong Kong. Before starting his research in science education, he had taught middle school physics for five years. His current research interests include self-regulated learning, STEM education and high-order thinking. He has published papers in various international journals, including Teaching in Higher Education, Thinking Skills & Creativity, Educational Studies, Journal of Educational Research, Science Education, Studies in Science Education, Research in Science Education, and Science & Education. 

John Chi-Kin Lee

John Chi-Kin Lee is Chair Professor of Curriculum and Instruction of The Education University of Hong Kong . He is also the UNESCO Chair in Regional Education Development and Lifelong Learning, SEAMEO Research Fellow, Director of the Centre for Religious and Spirituality Education, Co-Director (Research) of the Centre for Excellence in Learning and Teaching and Co-Director of the Centre for Education in Environmental Sustainability atThe Education University of Hong Kong.

Zi Yan

Zi Yan is an Associate Professor in the Department of Curriculum and Instruction at The Education University of Hong Kong. His main publications and research interests focus on two related areas, i.e., educational assessment in the school and higher education contexts with an emphasis on student self-assessment; and Rasch measurement, in particular its application in educational and psychological research.

Po Yuk Ko

Po Yuk Ko is Professor (Practice) at the Department of Curriculum and Instruction, and Director of the Centre for Excellence in Learning and Teaching, The Education University of Hong Kong. Her research interests include Learning Studies, teacher professional development, and language education. She established a research network in Hong Kong and a number of overseas universities on Learning Study.