For students to be successful in higher education, they need not only have motivation and sufficient intellectual ability, but also a wide range of study skills as well as the metacognitive ability to determine when a change in strategy is needed. We examined whether first-year undergraduates with dyslexia (N = 100) differ from peers without…

Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By…

This study encapsulates the development and testing of the Transferable Learning Orientations (TLO) tool. It is a triangulated measure built on select scales from the Motivated Strategies for Learning Questionnaire (MSLQ), together with multiple-choice items adapted from the lifelong learning VALUE rubric, and an open-ended response for each…

Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: "competent self-regulated learners",…