Adapting to Different Commitments: The Self-Regulated Learning Strategies of Working vs Non-Working Students

Abstract

Self-regulated learning strategies (SRLS) are learning strategies that underscore the importance of autonomy and control exercised by individuals in monitoring, guiding, and managing their actions to achieve goals related to information acquisition, skill improvement, and personal development (Paris & Paris, 2001). One of the models of SRLS is the six dimensions of SRLS which are central to six terms which include goal setting, task strategies, time management, environment structuring, help-seeking, and self-evaluation (Zimmerman 1994,1998). The use of SRLS can be beneficial for students to help their learning process, especially students with individual differences such as working and non-working students (Irsyadella, 2020). Therefore, this study wants to investigate the difference between working and non-working students by using six dimensions of SRLS. This study applied a qualitative approach with the case study as a research design. The participants of this study are two male university students: working and non-working students, from the English education department of a private university in Malang. The researcher used two instruments to collect the data: interviews and documentation. The interview questions consist of 20 items adapted from Zheng et al, (2018). The interview questions have six themes which include goal setting, task strategies, time management, environment structuring, help-seeking, and self-evaluation. The documents were in the form of pictures of the participants applying the six dimensions of SRLS when studying. To collect the data the researcher interviewed participants lasting 20-25 minutes each interview and asked participants for pictures related to the use of the six dimensions of SRLS. The researcher used embedded analysis to analyze the data, involving transcribing, familiarizing, coding, theming, and interpreting participants' responses and analyzed documents for authenticity, credibility, representativeness, and meaning based on six dimensions of SRLS. Based on the result of this study, it is evident that working and non-working students apply all the elements in the six dimensions of SRLS to excel in their study. They have similarities and differences while using the SRLS, they are on the same page when it comes to task management, environment structuring, and help-seeking. Their flexibility when learning through content, their need for an environment free from distractions, and their help-seeking behavior are why both have similarities when using the SRLS. Despite the similarity, they have different approaches to goal setting, time management, and self-evaluation. These differences come from a combination of personal characteristics, experience, motivation, and personal background. Keywords: self-regulated learning strategies, working students, non-working students.