This study aimed to investigate the structural relationships between self-regulated learning (SRL), co-regulated learning (CoRL), and socially shared regulation of learning (SSRL) among Saudi first-year undergraduates. This mixed-methods research included two sequential stages as presented in Figure 1. First, qualitative data was collected by conducting semi-structured interviews with 28 students to explore their understanding of SRL, CoRL, and SSRL. Second, by using the collected qualitative data, in addition to the literature, a structured questionnaire was developed and administrated on a survey sample of students (n= 1778). The measurement and structural models were analysed using confirmatory factor analysis (CFA) and structural equation modelling (SEM).

Published in: London International Conference on Education (LICE-2020)

  • Date of Conference: 23-25 November 2020
  • DOI: 10.2053/LICE.2020.0015
  • ISBN: 978-1-913572-22-8
  • Conference Location: London, UK