The relation between self-regulated strategies and individual study time, prepared participation and achievement in a problem-based curriculum

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Self-Regulated Learning and Academic Achievement in Malaysian Undergraduates. (2007, background): “Research investigating the relationship between self-regulated learning and academic achievement has generally found self-regulated learning to be positively related to academic achievement across education levels and subject areas (e.g. Lindner and Harris, 1992; Van Den Hurk, 2006).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “For instance, students’ perceptions about the amount of time available for a task and their use of strategies to plan and monitor their time might increase their self-efficacy for learning (van Den Hurk 2006; Usher and Pajares 2008).”
Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? (2019, background): “…situational level (with respect to the course of pedagogy) and not at the domain level, because students’ course-specific motivation is likely to be more affected by the perceived teaching style, in this case the perceived degree of autonomy support (Vallerand, 1997; Vansteenkiste et al., 2009).”
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008, background): “It is concluded that PBL students become better self-directed learners throughout their program (van den Hurk et al. 1999). Educ Psychol Rev (2008) 20:411–427 419”