Abstract
While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of self-regulated learning to career-development processes. This study examines how young people build their employability through self-regulated learning processes and whether career maturity might be a critical antecedent of self-regulated learning processes. Results from 257 undergraduates in Taiwan indicate that both metacognitive and motivational self-regulated learning contribute to young people’s perceived employability. Early career maturity is associated with metacognitive and behavioral self-regulated learning. Most importantly, metacognitive self-regulated learning serves as a mediator in the relationship between career maturity and perceived employability.
Résumé
De la réussite scolaire au développement de carrière: L'apprentissage autorégulé est-il important? Alors que les recherches précédentes ont mis l'accent sur les effets de l'apprentissage autorégulé sur la réussite scolaire, cette étude élargit le champs de l'apprentissage autorégulé aux processus de développement de carrière. Cette étude examine comment les jeunes construisent leur employabilité à travers des processus d'apprentissage autorégulé et si la maturité de carrière pourrait être un antécédent clé des processus d'apprentissage autorégulé. Les résultats obtenus auprès de 257 étudiants universitaires à Taiwan indiquent que les composantes métacognitive et motivationnelle de l'apprentissage autorégulé contribuent à l'employabilité perçue des jeunes. La maturité professionnelle précoce est associée aux composantes métacognitive et comportementale de l’apprentissage autorégulé. Plus important encore, la composante métacognitive de l’apprentissage autorégulé sert de médiateur dans la relation entre la maturité professionnelle et l'employabilité perçue.
Zusammenfassung
Von der akademischen Leistung zur Karriereentwicklung: Ist selbstreguliertes Lernen wichtig? Während die bisherige Forschung die Auswirkungen des selbstregulierten Lernens auf akademische Leistungen betont hat, erweitert diese Studie den Bereich des selbstregulierten Lernens auf Prozesse der beruflichen Entwicklung. Diese Studie untersucht, wie junge Menschen ihre Beschäftigungsfähigkeit durch selbstregulierte Lernprozesse aufbauen und ob Berufswahlreife eine kritische Vorbedingung für selbstregulierte Lernprozesse sein könnte. Die Ergebnisse von 257 Studierenden in Taiwan deuten darauf hin, dass sowohl metakognitives als auch motivationales selbstreguliertes Lernen zur wahrgenommenen Beschäftigungsfähigkeit junger Menschen beitragen. Frühe Berufswahlreife ist mit metakognitivem und verhaltensbezogenem selbstreguliertem Lernen verbunden. Am wichtigsten ist, dass metakognitives selbstreguliertes Lernen als Mediator in der Beziehung zwischen Berufswahlreife und wahrgenommener Beschäftigungsfähigkeit dient.
Resumen
¿Importa el aprendizaje autorregulado? Si bien investigaciones anteriores han enfatizado los efectos del aprendizaje autorregulado en el rendimiento académico, este estudio amplía el alcance del aprendizaje autorregulado a los procesos de desarrollo profesional. Este estudio examina cómo los jóvenes construyen su empleabilidad a través de procesos de aprendizaje autorregulados y si la madurez para la carrera podría ser un antecedente crítico de los procesos de aprendizaje autorregulado. Los resultados procedentes de 257 estudiantes universitarios de Taiwán indican que tanto el aprendizaje autorregulado metacognitivo como el motivacional contribuyen a la empleabilidad percibida por los jóvenes. La madurez temprana para la carrera se asocia con el aprendizaje autorregulado metacognitivo y el conductual. Lo más importante es que el aprendizaje autorregulado metacognitivo sirve como mediador en la relación entre la madurez para la carrera y la empleabilidad percibida.
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Data availability
The data that support the findings of this study are available on request from the corresponding author, Mavis Yi-Ching Chen.
Notes
http://stats.moe.gov.tw/files/important/OVERVIEW_U10.pdf, accessed on July 31, 2020. According to the Department of Statistics in Taiwan, the average admission rate between 2013 and 2019 was 92.4%.
Most undergraduates attend college for about four years, designated respectively as freshman, sophomore, junior, and senior years.
CM refers to career maturity; MESR refers to metacognitive SRL; MOSR refers to motivational SRL; BESR refers to behavioral SRL; PE refers to perceived employability.
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The first author, Ms. AJCH, contributed to frame the research framework, analyze the data, and draft the initial manuscript. The second and the corresponding author, Dr. MYCC, contributed to revise the manuscript and strengthen the theoretical statements and discussions. The third author, Mr. NFS, contributed to gather the data and provide the descriptive report.
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Hsu, A.J.C., Chen, M.YC. & Shin, NF. From academic achievement to career development: does self-regulated learning matter?. Int J Educ Vocat Guidance 22, 285–305 (2022). https://doi.org/10.1007/s10775-021-09486-z
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DOI: https://doi.org/10.1007/s10775-021-09486-z