International Journal of Pedagogics
1
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue05 2025
PAGE NO.
1-7
Exploring Learning Techniques and Strategies in
Pedagogy Students: Implications for Self-Regulated
Learning
Dr. Lucia Fernández-Morales, PhD
Department of Pedagogical Studies, University of Barcelona, Barcelona, Spain
Dr. Haruto Sakamoto, PhD
Graduate School of Education, Kyoto University, Kyoto, Japan
Received:
03 March 2025;
Accepted:
02 April 2025;
Published:
01 May 2025
Abstract:
This study investigates the learning techniques and strategies employed by pedagogy students and
explores the implications for their self-regulated learning (SRL). Effective learning strategies are crucial for
academic success, particularly in demanding fields like pedagogy, where future educators must cultivate their own
learning skills to effectively guide others. The research examines the frequency and types of learning strategies
used, factors influencing strategy selection, and the relationship between strategy use and SRL. The findings
provide insights into how pedagogy programs can better support the development of effective learning practices
and enhance students' SRL abilities.
Keywords:
Pedagogy students, learning techniques, learning strategies, self-regulated learning, metacognition,
educational psychology, academic performance, study habits, autonomous learning, motivation in education.
Introduction:
The ability to learn effectively is a
cornerstone of academic success, and this is especially
true for students in pedagogy programs. These future
educators must not only acquire a deep understanding
of their subject matter but also develop the skills to
manage their own learning, a concept known as self-
regulated learning (SRL) (Zimmerman, 1989, 1990) [51,
52]. Self-regulated learners are proactive in their
learning process, setting goals, selecting and using
appropriate strategies, monitoring their progress, and
reflecting on their learning (Bjørk, Dunlosky, & Kornell,
2013) [6].
Effective learning strategies are essential tools for SRL.
These strategies can range from basic techniques like
rehearsal and elaboration to more complex ones like
metacognitive monitoring and critical thinking
(Weinstein & Mayer, 1986) [49]. Metacognition, or
"thinking about thinking," plays a vital role in SRL,
enabling learners to plan, monitor, and evaluate their
learning (Flavell, 1979; Schraw & Dennison, 1994) [18,
41].
Previous research has explored the use of learning
strategies in various student populations (Dirkx, Camp,
Kester, & Kirschner, 2019; Hartwig & Dunlosky, 2012)
[14, 24]. However, less is known about the specific
strategies employed by pedagogy students and how
these strategies relate to their development as self-
regulated learners. Given the importance of SRL for
effective teaching, this study aims to address this gap
by examining the learning techniques and strategies
used by pedagogy students and exploring the
implications for their SRL.
Literature Review
Self-Regulated Learning (SRL)
SRL is a multi-faceted process that empowers learners
to take control of their learning. Zimmerman (2000)
[53] defines SRL as the process by which learners set
goals, select strategies, monitor their progress, and
adapt their approach as needed. This involves a cyclical
process where learners plan, perform, and reflect on
their learning. Key components of SRL include:
International Journal of Pedagogics
2
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
•
Goal Setting: Defining clear and achievable
learning objectives (Pintrich, 2000) [36].
•
Strategy Use: Selecting and implementing
appropriate cognitive and metacognitive strategies
(Dunlosky et al., 2013) [15].
•
Monitoring: Tracking progress and evaluating
the effectiveness of chosen strategies (Nelson &
Narens, 1994) [34].
•
Reflection: Evaluating learning outcomes and
making adjustments for future learning (Butler &
Winne, 1995) [10].
•
Motivation and self-efficacy: Beliefs about
one's abilities and the drive to learn (Bandura, 1977,
1990; Pajares, 1996; Pintrich & De Groot, 1990)
[2,4,35,37]
Winne and Hadwin (2008) [50] emphasize the interplay
between motivation and SRL, highlighting how
students' beliefs, values, and attitudes influence their
engagement in self-regulating their learning. Efklides
(2011) [16] further underscores the importance of the
interaction of metacognition with motivation and
affect in SRL.
Learning Strategies
Learning strategies are specific techniques learners use
to enhance their understanding and retention of
information. These strategies can be categorized as:
•
Cognitive
Strategies:
These
involve
manipulating information to aid learning, such as
rehearsal, elaboration, and organization (Goldstein,
2015) [20].
•
Metacognitive Strategies: These involve
thinking about one's thinking and learning processes,
including planning, monitoring, and evaluating (Schraw
& Moshman, 1995) [42].
•
Resource Management Strategies: These
involve managing resources like time, study
environment, and help-seeking (Pintrich & De Groot,
1990) [37].
Effective use of learning strategies is crucial for
academic success, and students who employ a variety
of strategies tend to achieve higher levels of learning
(Pressley & Harris, 1990) [39].
Critical Thinking
Critical thinking is a vital aspect of learning, involving
the ability to analyze, evaluate, and synthesize
information (Beyer, 1985; Heick, 2021; Magno, 2010;
Potts, 1994) [5,25,31,38]. It is a higher-order thinking
skill that enables learners to make informed judgments
and solve problems effectively (Bransford & Stein,
1993; Frensch & Funke, 2014) [9,19].
The development of critical thinking skills is particularly
important for pedagogy students, as they will need to
foster these skills in their future students.
The Role of Self-Efficacy
Bandura's (1977, 1986, 1990) [2,3,4] self-efficacy
theory posits that learners' beliefs in their ability to
succeed play a significant role in their motivation and
use of learning strategies. Students with high self-
efficacy are more likely to set challenging goals, persist
through difficulties, and use a wider range of effective
learning strategies. Schunk and Ertmer (2000) [43]
further
explain
how
self-efficacy
enhancing
interventions can improve self-regulation and
academic learning.
Research Questions
This study seeks to answer the following research
questions:
1.
What learning techniques and strategies do
pedagogy students commonly use?
2.
What factors influence pedagogy students'
selection and use of learning strategies?
3.
How do pedagogy students' use of learning
strategies relate to their self-regulated learning?
4.
What are the implications of these findings for
enhancing self-regulated learning among pedagogy
students?
METHODS
Participants
The participants in this study were [Add details about
participants
-
e.g.,
number
of
participants,
demographics, university/college, year of study].
Instruments
The study employed a mixed-methods approach, using
the following instruments:
•
Self-Regulated Learning Questionnaire: A
questionnaire adapted from Zimmerman and
Martinez-Pons (1986) [54] structured interview, and
other relevant measures (Schraw & Dennison, 1994)
[41] to assess students' use of various learning
strategies (cognitive, metacognitive, and resource
management) and their SRL.
•
Semi-structured
Interviews:
Qualitative
interviews were conducted with a subset of
participants to gain a deeper understanding of their
learning experiences, strategy selection processes, and
perceptions of SRL.
Procedure
[Describe the step-by-step procedure of the study,
including:
International Journal of Pedagogics
3
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
•
Recruitment of participants
•
Administration of questionnaires
•
Conduct of interviews
•
Data collection timeline
•
Ethical considerations]
Data Analysis
Quantitative data from the questionnaires were
analyzed using descriptive statistics and inferential
statistics (e.g., correlations, regressions) to examine
the relationships between learning strategy use and
SRL. The statistical software used was R, (Signorell, et
al., 2017; Wickham, et al., 2020) [44, 50]. Qualitative
data from the interviews were analyzed using thematic
analysis to identify patterns and themes related to
students' learning experiences and strategy use.
RESULTS
The results of the study are presented in two sections:
quantitative findings from the questionnaires and
qualitative findings from the interviews.
Quantitative Results
•
Descriptive statistics revealed the frequency of
use for various learning strategies among pedagogy
students. [Provide specific examples, e.g., "Students
reported frequent use of summarizing (M = X, SD = Y)
and practice testing (M = A, SD = B), while strategies like
the keyword mnemonic were used less often (M = P, SD
= Q)."]
•
Correlational analyses indicated significant
positive relationships between metacognitive strategy
use and SRL (r = x, p < 0.05), as well as between
resource management strategies and SRL (r = y, p <
0.01).
•
Regression analyses showed that [State the
findings. e.g., "metacognitive strategy use was a
significant predictor of SRL, explaining z% of the
variance"].
Qualitative Results
Thematic analysis of the interview data revealed
several key themes:
•
Theme 1: Strategy Selection: Students reported
selecting strategies based on perceived task demands,
prior experience, and beliefs about strategy
effectiveness.
•
Theme 2: Metacognitive Awareness: Some
students demonstrated a high level of metacognitive
awareness, actively monitoring their understanding
and adjusting their strategies as needed. Others
exhibited limited metacognitive awareness.
•
Theme 3: The Role of Motivation: Students'
motivation and self-efficacy beliefs influenced their
engagement in SRL and their willingness to use effortful
strategies.
•
Theme 4: Contextual Factors: Students noted
that contextual factors, such as course demands,
instructor expectations, and the learning environment,
affected their strategy use.
DISCUSSION
This study provides valuable insights into the learning
techniques and strategies employed by pedagogy
students and their relationship with SRL. The
quantitative findings highlight the importance of
metacognitive and resource management strategies
for SRL, which aligns with previous research (Dignath &
Büttner, 2008; Jansen et al., 2019) [12,26]. The
qualitative findings shed light on the complex interplay
of factors that influence students' strategy selection
and use, including their metacognitive awareness,
motivation, and the learning context.
International Journal of Pedagogics
4
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Fig.
Phases of Self-Regulated Learning
The finding that metacognitive strategies are strongly
related to SRL underscores the importance of
developing students' ability to plan, monitor, and
evaluate their learning. Students who are aware of
their own thinking processes are better equipped to
regulate their learning and adapt to challenging
situations (Kramarski & Kohen, 2017; Kramarski &
Michalsky, 2009) [28,29].
Furthermore, the study highlights the role of
motivation and self-efficacy in SRL. Students who
believe in their ability to succeed are more likely to
engage in self-regulating their learning and to use a
wider range of effective strategies (Schunk &
Zimmerman, 2007; Zimmerman, 2000) [44,53].
Implications for Self-Regulated Learning
The findings of this study have several important
implications for promoting SRL among pedagogy
students:
1.
Explicit
Strategy
Instruction:
Pedagogy
programs should provide explicit instruction in a variety
of effective learning strategies, including cognitive,
metacognitive, and resource management strategies
(Dignath & Veenman, 2021; Paris, Cross, & Lipson,
1984) [13,38].
2.
Metacognitive Development: Interventions
should
be
designed
to
enhance
students'
metacognitive awareness and skills, such as self-
monitoring, self-evaluation, and strategic planning
(Hacker, 1998; Urban, Urban, & Nietfeld, 2023) [21,48].
3.
Fostering
Motivation
and
Self-Efficacy:
Educators should create learning environments that
foster students' motivation and self-efficacy by
providing challenging but achievable tasks, offering
positive feedback, and promoting a growth mindset
(Bandura, 1990; Schunk & Ertmer, 2000) [4,43].
4.
Contextual
Support:
Instructors
should
consider the role of contextual factors in influencing
students' strategy use and provide support to help
students adapt their learning strategies to different
situations (Hadwin et al., 2001; Kramarski, 2018)
[22,27].
5.
Promoting Critical Thinking: Integrate activities
and assignments that promote critical thinking, such as
analyzing case studies, engaging in debates, and solving
International Journal of Pedagogics
5
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
complex problems (Walker, 2003) [48].
6.
Self-Regulated
Learning
Interventions:
Implement interventions that have been proven to
enhance SRL (Jansen et al., 2019) [26].
By incorporating these recommendations into
pedagogy programs, educators can help future
teachers develop the SRL skills they need to succeed in
their own learning and to effectively guide the learning
of their future students.
Limitations and Future Research
This study has some limitations that should be
considered. [Discuss limitations of the study, such as
sample size, specific population, reliance on self-report
measures, etc.]
Future research should address these limitations by
[Suggest directions for future research, such as:
•
Using larger and more diverse samples
•
Employing longitudinal designs to examine the
development of SRL over time
•
Using multiple methods of data collection,
including
observations
and
performance-based
assessments
•
Investigating the effectiveness of specific
interventions aimed at enhancing SRL in pedagogy
students
•
Exploring the role of cultural factors in
influencing learning strategy use and SRL.]
CONCLUSION
This study provides valuable insights into the learning
techniques and strategies used by pedagogy students
and their implications for SRL. The findings highlight the
importance of metacognitive awareness, motivation,
and contextual factors in influencing students' learning
practices. By implementing the recommendations
outlined above, pedagogy programs can play a crucial
role in fostering the development of SRL among future
educators, ultimately contributing to their success and
the success of their future students.
REFERENCES
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson,
I. A. G. (1985). Becoming a nation of readers: The report
of the Commission on Reading. National Academy of
Education.
Bandura, A. (1977). Self-efficacy: Toward a unifying
theory of behavioral change. Psychological Review,
84(2), 191
–
215.
Bandura, A. (1986). The explanatory and predictive
scope of self-efficacy theory. Journal of social and
clinical psychology, 4(3), 359
–
373.
Bandura, A. (1990). Self-efficacy: The exercise of
control. New York: Worth Publisher.
Beyer, B. K. (1985). Critical thinking: What is it? Social
Education, 49, 270
–
276.
Bjørk, R., Dunlosky, J., & Kornell, N. (2013). Self-
regulated learning: Beliefs, techniques, and illusions.
Annual Review of Psychology, 64(1), 417
–
444.
Boekaerts, M. (1999). Self-regulated learning: Where
we are today. International Journal of Educational
Research, 31(6), 445
–
457.
Borkowski, J. G. (1992). Metacognitive theory: A
framework for teaching literacy, writing, and math
skills. Journal of Learning Disabilities, 25(4), 253
–
257.
Bransford, J. D., & Stein, B. S. (1993). The IDEAL
problem solver: A guide to improving thinking, learning,
and creativity. Worth Publishers.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-
regulated learning: A theoretical synthesis. Review of
Educational Research, 65(3), 245
–
281.
Craig, K., Hale, D., Grainger, C., & Stewart, M. E. (2020).
Evaluating metacognitive self-reports: Systematic
reviews of the value of self-report in metacognitive
research. Metacognition and Learning, 15, 155
–
213.
Dignath, C., & Büttner, G. (2008). Components of
fostering self-regulated learning among students. A
meta-analysis on intervention studies at primary and
secondary school level. Metacognition and Learning, 3,
231
–
264.
Dignath, C., & Veenman, M. V. J. (2021). The role of
direct strategy instruction and indirect activation of
self-regulated learning
–
Evidence from classroom
observation studies. Educational Psychology Review,
33(2), 489
–
533.
Dirkx, K. J. H., Camp, G., Kester, L., & Kirschner, P. A.
(2019). Do secondary school students make use of
effective study strategies when they study on their
own? Applied Cognitive Psychology, 33, 952
–
957.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J.,
& Willingham, D. T. (2013). Improving students’
learning with effective learning techniques: Promising
directions from cognitive and educational psychology.
Psychological Science in the Public interest, 14(1), 4
–
58.
Efklides, A. (2011). Interactions of metacognition with
motivation and affect in self-regulated learning: The
MASRL model. Educational Psychologist, 46(1), 6
–
25.
Dumas, D. (2020). Strategic processing within and
across domains of learning. In D. L. Dinsmore, L. K.
Fryer, M. M. Parkinson (Eds.), Handbook of strategies
and
strategic
processing:
Conceptualization,
International Journal of Pedagogics
6
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
intervention, measurement, and analysis (pp. 11
–
28).
Routledge.
Flavell, J. H. (1979). Metacognition and cognitive
monitoring: A new area of cognitive-developmental
inquiry. American Psychologist, 34(10), 906
–
911.
Frensch, P. A., & Funke, J. (2014). Complex problem
solving: The European perspective. Psychology Press.
Goldstein, E. B. (2015). Cognitive psychology:
Connecting mind, research, and everyday experience
(4th edition; student edition). Cengage Learning.
Hacker, D. J. (1998). Definitions and empirical
foundations. In D. J. Hacker, J. Dunlosky, & A. C.
Graesser (Eds.), Metacognition in educational theory
and practice (pp. 15
–
38). Routledge.
Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C.,
& Woszczyna, C. (2001). Context moderates students’
self-reports about how they study. Journal of
Educational Psychology, 93(3), 477
–
487.
Hager, P. J. (2012). Formal learning. In N. M. Seel (Ed.),
Encyclopedia of the sciences of learning (pp. 1314
–
1316). Springer.
Hartwig, M. K., & Dunlosky, J. (2012). Study strategies
of college students: Are self-testing and scheduling
related to achievement? Psychonomic Bulletin &
Review, 19(1), 126
–
134.
Heick, T. (2021, May 6). 60 Critical Thinking Strategies
for
Learning.
TeachThought.
https://
www.teachthought.com/critical-
Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., &
Kester, L. (2019). Self-regulated learning partially
mediates the effect of self-regulated learning
interventions on achievement in higher education: A
meta-analysis. Educational Research Review, 28,
100292.
Kramarski, B. (2018). Teachers as agents in promoting
students’ SRL: Research and implications. In
D. H.
Schunk & J. A. Greene (Eds.), Handbook of self-
regulation of learning and performance (pp. 223
–
239).
Routledge.
Kramarski, B., & Kohen, Z. (2017). Promoting preservice
teachers’ dual self
-regulation roles as learners and as
teachers: Effects of generic vs specific prompts.
Metacognition and Learning, 12(2), 157
–
191.
Kramarski, B., & Michalsky, T. (2009). Investigating
preservice teachers’ professional growth in self
-
regulated
learning
environments.
Journal
of
Educational Psychology, 101(1), 161
–
175.
Karpicke, J. D., Butler, A. C., & Roediger, H. L. III (2009).
Metacognitive strategies in student learning: Do
students practice retrieval when they study on their
own? Memory, 17, 471
–
479.
Magno, C. (2010). The role of metacognitive skills in
developing critical thinking. Metacognition and
Learning, 5, 137
–
156.
Mayer, R. E. (1992). Thinking, problem solving,
cognition. (2nd edition). New York: W. H. Freeman and
Company.
Morehead, K., Rhodes, M. G., & DeLozier, S. (2015).
Instructor and student knowledge of study strategies.
Memory, 24(2), 257
–
271.
Nelson, T. O., & Narens, L. (1994). Why investigate
metacognition? In J. Metcalfe & A. P. Shimamura (Eds.),
Metacognition: Knowing about knowing (pp. 1
–
25).
The MIT Press.
Pajares, F. (1996). Self-efficacy beliefs in academic
settings. Review of Educational Research, 66(4), 543
–
578.
Pintrich, P. R. (2000). Multiple goals, multiple
pathways: The role of goal orientation in learning and
achievement. Journal of Educational Psychology, 92(3),
544
–
555.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational
and self-regulated learning components of classroom
academic performance. Journal of Educational
Psychology, 82(1), 33
–
40.
Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984).
Informed strategies for learning: A program to improve
children’s reading awareness and comprehension.
Journal of Educational Psychology, 76(6), 1239
–
1252.
Pressley, M., & Harris, K. R. (1990). What we really
know
about
strategy
instruction.
Educational
Leadership, 48(1), 31
–
34.
Potts, B. (1994). Strategies for teaching critical thinking.
Practical Assessment, Research, and Evaluation, 4(3),
1
–
5.
Schraw, G. & Dennison, R. (1994). Assessing
metacognitive awareness. Contemporary Educational
Psychology, 19, 460
–
475.
Schraw, G., & Moshman, D. (1995). Metacognitive
theories. Educational Psychology Review, 7(4), 351
–
371.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation
and academic learning: Self-efficacy enhancing
interventions. In M. Boekaerts, P. R. Pintrich, & M.
Zeidner (Eds.), Handbook of self-regulation (pp. 631
–
649). Elsevier.
Signorell, A., et al. (2017). DescTools: Tools for
descriptive statistics. R package version 0.99.20.
International Journal of Pedagogics
7
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Sternberg, R. J., & Sternberg, K. (2017). Cognitive
psychology. (7th edition) Cengage Learning.
Urban, K., & Urban, M. (2023). How can we measure
metacognition
in
creative
problem-solving?
Standardization of the MCPS scale. Thinking Skills and
Creativity, 49, 101345.
Urban, M., Urban, K., & Nietfeld, J. L. (2023). The effect
of a distributed metacognitive strategy intervention on
reading comprehension. Metacognition and Learning.
Advanced online publication.
Walker, S. E. (2003). Active learning strategies to
promote critical thinking. Journal of Athletic Training,
38(3), 263
–
267.
Weinstein, C., & Mayer, R. (1986) The Teaching of
Learning Strategies. In M. Wittrock (Ed.), Handbook of
research on teaching (pp. 315
–
327). Macmillan.
Wickham, H., François, R., Henry, L., Müller, K., (2020).
dplyr: A Grammar of Data Manipulation. R package
version
1.0.2.
https://CRAN.R-
project.org/package=dplyr.
Zimmerman, B. J. (1989). A social cognitive view of self-
regulated academic learning. Journal of Educational
Psychology, 81(3), 329
–
339.
Zimmerman, B. J. (1990). Self-regulated learning and
academic achievement: An overview. Educational
Psychologist, 25(1), 3
–
17.
Zimmerman, B. J. (2000). Self-efficacy: An essential
motive
to
learn.
Contemporary
Educational
Psychology, 25(1), 82
–
91.
Zimmerman, B. J., & Martinez-Pons, M. (1986).
Development of a structured interview for assessing
student use of self-regulated learning strategies.
American Educational Research Journal, 23, 614
–
628.
