Analysis of Research Findings Based on the MASRL Model of Self-Regulated Learning

Abstract

The present article engages with theoretical frameworks of Self-Regulated Learning (SRL) and aims to analyze the self-regulation process from students’ perspectives, with a specific focus on its social and emotional dimensions. The research methodology is grounded on the Metacognitive and Affective Model of SRL (MASRL), which conceptualizes self-regulation through a holistic lens—integrating cognitive, metacognitive, motivational, and affective components and their dynamic interrelations.

The study employed a qualitative methodology, specifically focus group discussions. A total of 21 undergraduate students (15 female, 6 male; mean age = 21 years) from the Faculty of Psychology and Educational Sciences at Ivane Javakhishvili Tbilisi State University participated in the discussions. The sessions were conducted online via Zoom, with each session lasting between 40 and 60 minutes. A semi-structured discussion guide was used to facilitate the focus groups, while the data were analyzed through thematic analysis.

Thematic analysis revealed several core categories that significantly influence various components of students’ self-regulated learning - particularly their motivation, affective attitude toward the subject, and metacognitive skills and experiences. The identified categories include:

The Role of the Lecturer in Supporting Students’ Self-Regulated Learning- Subcategories: lecturer’s positive attitude; constructive and affirmative feedback; learning strategies; empathy and emotional/social support; expectations; personal recognition and individualized attention.

Determinants of a Positive Learning Climate - Subcategories: opportunity to express differing viewpoints within the group / autonomy and acknowledgment of effort and achievement.

Features of the Learning Environment - (subcategories: seminar format; characteristics of the physical environment).

The findings indicate that specific features of the social context, such as a positive learning climate, interactive teaching practices, and lecturers’ emotional and social support - significantly contribute to the enhancement of students’ self-regulated learning components, including motivation, volition, metacognitive skills, and affective attitudes.

In conclusion, the study validates the effectiveness of the MASRL model and empirically reinforces its core principles. Specifically, the findings align with key components of the model, including learner’s motivation, volition, affect, metacognitive skills, and affective attitudes.

The results underscore the critical role of the socio-emotional environment in self-regulated learning and highlight the need for further research in this area - both in terms of expanding the participant base and exploring the interplay among components to gain a deeper understanding of the psychological mechanism underlying self-regulated learning.