Profiles of adolescents' self-regulated learning: Links to achievement and sociodemographic factors

2026/02/24 by Yves Karlen, Mariëtte H. van Loon · 2 voices
Psychology · #Innovative Teaching and Learning Methods #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports

paper · doi:10.1016/j.lindif.2026.102892

Abstract

This study investigates adolescents' self-regulated learning (SRL) profiles by analysing their strategy knowledge (SK) across metacognitive, cognitive, and motivational components, as well as their SRL self-concept and their self-assessed SRL skills. Using a sample of 787 lower secondary students, latent profile analyses identified three profiles: competent SRL, limited SRL, and at-risk SRL. Students in the competent SRL profile (75.9%) demonstrated the highest level of SK and reported the most positive SRL self-concept and self-assessed SRL skills. They also achieved the highest GPA compared to students in the other two profiles. Students in the at-risk SRL profile showed the lowest level of SK; however, they did not report the lowest SRL self-concept and self-assessed SRL skills, indicating an overestimation of their knowledge and skills. Students enrolled in the highest academic track, girls, and those from higher socioeconomic backgrounds were more frequently represented in the competent SRL profile than their peers. These findings emphasise the need for more adaptive, profile-specific interventions. Educational relevance The findings of this study have educational implications for the design of interventions that enhance SRL among diverse student populations. Adolescents with lower SRL, especially those in the at-risk profile, are more likely to underperform academically. Given the established link between SRL and GPA, early identification of students with limited SRL and those at risk enables educators to provide targeted support. Furthermore, this study highlights the impact of socioeconomic status and educational pathways on SRL, suggesting that structural inequalities may exacerbate disparities in students' SRL. Integrating SRL-focused training into school curricula, alongside equipping teachers with SRL instructional strategies, may enhance educational outcomes, particularly for students from disadvantaged backgrounds. Ultimately, fostering SRL in students could improve academic performance.

Citations

• Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.
• Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Discussions

• Self-report knowledge of and self-concept for self-regulated learning differentiated adolescents into three groups that did differ in average GPA. Self-reports are fine as long as they are interpreted [bsky, 10 points, 0 comments]
• Takeaway: SRL support should be for all students and adaptive, no "one size fits all" interventions Early identification and calibration support for overconfident learners are crucial for equity. 👉 [bsky, 1 points, 0 comments]

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