Open access article published featuring a meta-analysis focussing on self-regulated learning strategies in continuing education.<\/p>\n\n\n\n
Hemmler, Y., & Ifenthaler, D. (2024). Self-regulated learning strategies in continuing education: a systematic review and meta-analysis. Educational Research Review, 45<\/em>, 100629. https:\/\/doi.org\/10.1016\/j.edurev.2024.100629<\/a><\/strong><\/p>\n\n\n\n Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners\u2019 use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level random-effects meta-analyses revealed significant relationships between SRL strategies and achievement motivation (r<\/em> = .30), learning performance (r<\/em> = .36), learner engagement (r<\/em> = .39), learner satisfaction (r<\/em> = .30), avoidance behavior (r<\/em> = \u2212.14), prior knowledge (r<\/em> = .05), CE experience (r<\/em> = .08), organizational learning culture (r<\/em> = .26), job control (r<\/em> = .28), and job demands (r<\/em> = .21). Operationalization of variables as well as setting and work-relatedness of the CE activity were identified as moderators. Our investigations help understand the nature of SRL in CE and provide a sound basis for designing interventions to support SRL in CE. Future research should identify moderators to explain heterogeneity in effect sizes.<\/p>\n\n\n\n