Introduction: This preliminary study employs a phenomenological approach toinvestigate the phenomenon of self-regulated learning among higher educationstudents in the United Kingdom. The research seeks to identify both facilitatorsand challenges associated with effective self-regulated learning, shedding lighton the factors that influence students’ ability to manage their own learningprocesses.
Methods: The study used in-depth interviews with students and employedthematic analysis to explore the experiences of self-regulated learning. Throughthis qualitative approach, key themes emerged, including motivation, thelearning process, support systems, planning, and group dynamics.
Results: Noteworthy findings include the significance of clear guidelinesregarding study hours and designated learning environments for students.Themes such as the learning process, planning, and group dynamics werehighlighted as crucial factors in effective self-regulated learning. Additionally,motivation and the role of support systems were found to play essential roles instudents’ learning outcomes.
Discussion: The findings suggest that even students who exhibit autonomousmotivation benefit from additional tools and support mechanisms to enhancetheir self-study practices. Educators are encouraged to integrate activitiesthat foster learning strategies and promote social relationships within studentgroups. The study emphasizes the importance of creating structured learningenvironments and support systems to facilitate effective self-regulated learningfor all students.