Unlocking Self-Regulated Learning: Key Factors Shaping Student Success in Higher Vocational Education in Shanghai, China
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Abstract
Purpose This study aimed to investigate the key factors affecting self-regulated learning among students in higher vocational education in Shanghai, China. Focusing on the human ability for self-directed learning and behavior, the research examines how self-evaluation, information quality, service quality, student attitudes, course quality, peer assistance, and the active use of feedback influence students' self-regulated learning. Research design, data, and methodology: The study assesses the changes from the current to the desired situation. The research employed a sequential exploratory mixed-methods design, integrating qualitative and quantitative approaches to develop a data collection instrument. The target population consisted of nursing students from vocational colleges in Shanghai, with a sample size of 275 students for the survey, A strategic plan implementation was conducted among 30 students. Results: The findings indicated that levels of self-evaluation, information quality, service quality, student attitudes, course quality, peer help, and active use of feedback were generally low. A multiple regression analysis revealed that self-evaluation, information quality, service quality, student attitudes, course quality, peer help, and active use of feedback were significant predictors of self-regulated learning capability. Conclusions: A theoretical model was developed and validated by experts, laying the groundwork for future interventions aimed at enhancing nursing students' self-regulated learning capabilities.
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