Tracking self-regulated learning in action: how individual differences shape positive and negative regulation across three types of tasks

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFernández Ortube, Alazne
dc.contributor.authorZamorano Sande, David
dc.contributor.authorPinedo Castillo, Leire
dc.contributor.authorSánchez Iglesias, Iván
dc.contributor.authorBarrenetxea Mínguez, Lucía
dc.date.accessioned2025-10-30T19:17:52Z
dc.date.available2025-10-30T19:17:52Z
dc.date.issued2025
dc.date.updated2025-10-30T19:17:52Z
dc.description.abstractSelf-regulated learning (SRL) is essential for academic success yet few studies have explored how individual-level variables (e.g., prior academic achievement, self-reported SRL skills) relate to both adaptive (positive) and maladaptive (negative) SRL behaviors across different types of tasks. This study investigated the extent to which self-reported SRL skills and prior academic achievement predict both positive and negative SRL behaviors captured through think-aloud protocols, as well as task performance, across three cognitively distinct academic tasks (reading, oral analysis, and written analysis) within a repeated-measures design. Results showed that higher self-reported positive SRL and prior academic achievement predicted greater use of positive SRL strategies and better performance, whereas negative SRL behaviors appeared more sensitive to task demands than to individual traits. These findings highlight the value of distinguishing between positive and negative SRL and of integrating self-report and process data to better understand the dynamics of SRL and inform targeted educational interventions. Educational relevance statement: This paper is educationally relevant because it shows that learning strategies should adapt to different tasks and stages providing evidence that self-regulated learning is context-dependent and dynamic, varying across tasks and individuals. Its findings inform the design of more responsive pedagogical interventions and valid assessment tools that capture students’ regulation processes in real learning contexts, emphasizing the role of prior achievement and strategy use in adaptive regulation.en
dc.description.sponsorshipSpanish National R+D call from the Ministerio de Ciencia, Innovacion y Universidades (Generación del conocimiento 2020), Reference number: PID2019-108982GB-I00. (2) Basque Government Call for Grants to support the activities of research groups of the Basque University System (2022–2025) project reference IT1624-22. (3) Basque Country Equipment 2021 call. Project: Eye tracker. Reference: EC21_2021_1_0004.en
dc.identifier.citationPanadero, E., Fernández-Ortube, A., Zamorano, D., Pinedo, L., Sánchez-Iglesias, I., & Barrenetxea-Mínguez, L. (2025). Tracking self-regulated learning in action: how individual differences shape positive and negative regulation across three types of tasks. Learning and Individual Differences, 124. https://doi.org/10.1016/J.LINDIF.2025.102808
dc.identifier.doi10.1016/J.LINDIF.2025.102808
dc.identifier.eissn1873-3425
dc.identifier.issn1041-6080
dc.identifier.urihttps://hdl.handle.net/20.500.14454/4175
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2025 The Authors
dc.subject.otherAcademic achievement
dc.subject.otherEducational assessment
dc.subject.otherSelf-regulated learning
dc.subject.otherTask performance
dc.subject.otherThink-aloud protocols
dc.titleTracking self-regulated learning in action: how individual differences shape positive and negative regulation across three types of tasksen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.titleLearning and Individual Differences
oaire.citation.volume124
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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