Examining Cognitive and Behavioral Processes Related to Enhancing Self-Regulated Learning in Adolescents

Abstract

The aim of this study was to identify and analyze the cognitive and behavioral processes associated with enhancing self-regulated learning in adolescents. This qualitative study was conducted using semi-structured interviews. Twenty-seven adolescents from Tehran were selected purposefully. Data were collected through semi-structured interviews and analyzed using Nvivo software. Cognitive and behavioral processes such as focus, critical thinking, self-control, time management, and the impact of family and educational environments were considered the main topics of the study. The results indicated that cognitive processes such as focus and working memory, along with behavioral processes like self-control and time management, played a significant role in adolescents' self-regulated learning. Additionally, educational and family environments, as well as the influence of peers, were found to impact self-regulated learning. The effect of parental support and interactive educational environments on enhancing self-regulated learning was particularly prominent. Self-regulated learning in adolescents is closely related to cognitive and behavioral processes, and supportive and motivating environments can effectively enhance these processes. These findings can assist educational program designers and parents in providing effective strategies to strengthen self-regulated learning in adolescents.