Self-Regulated Learning in Undergraduate Science

Undergraduate science courses are particularly challenging for students transitioning into university. The departure from supportive high school environments can be difficult lacking self-directed and self-motivated learning skills. Many high-achieving graduates entering higher education surprised to discover they ill-prepared accountable their (Stanton et al., 2015). Over the past two decades, there has been a mounting interest in pedagogical approaches aimed at equipping with capabilities of lifelong learner (Australian Qualifications Framework, 2013; Oliver & Jorre de St Jorre, 2018; Boud Dochy, 2010). Consequently, research efforts have attempted identify behavioural strategies motivational states associated academic success. Self-regulated (SRL) is an umbrella term encompassing independent that allow recognise regulate (Dinsmore 2008). In brief, self-regulation what does. disciplines, much attention directed towards curricula facilitate development SRL students, such become aware of, maintain control over complex scientific concepts. This study reviews current theoretical perspectives, methodological approaches, emerging trends on science.