Self-regulated learning: An opportunity in vocational education

Abstract

The aim of this empirical study was to unravel self-regulated learning behaviours in workplace simulations and to investigate micro processes of planning, monitoring, and evaluating. Eighteen well performing students from upper secondary vocational education participated. Students were observed during a practical lesson and interviewed afterward to gain detailed insights into their behaviours, thoughts, and (inter)actions. Results reveal students’ self-regulated activities. Students planned with regard to time and resources, but no elaborated plan was worked out. During task execution, they monitored their work carefully and made adjustments when necessary. In evaluating their performance, students focussed more on the work than their process. Motivation was the driving force during task performance and beyond.