The level of self-regulated learning skills of undergraduate students and the role of higher education programs in improving self-regulated learning

The aim of this study is to determine the level of self-regulated learning skills of undergraduate students and to reveal the role of higher education programs in improving self-regulated learning skills of undergraduate students. In this context, the level of self-regulated learning skills of undergraduate students was examined and it was tested whether self-regulated learning skills significantly differ in accordance with gender, grade level, being exposed to foreign language preparatory education, faculty type, the high school type that undergraduate students graduated from and the reason why they chose the tertiary program they are enrolled in. Moreover, based on the views of undergraduate students, the elements of higher education programs that support or hinder the self-regulated learning skills of undergraduate students and suggestions aiming for the enhancement of self-regulated learning were identified. The design of this mixed-method study is convergent parallel design. As for the data collection tools, Personal Information Form, Self-Regulatory Learning Scale (Turan, 2009) and Semi-Structured Interview Form which was developed by the researcher were used. The sampling of the study in the quantitative part comprised of 1411 undergraduate students that were randomly chosen. Besides, 9 male and 8 female, in total 17 undergraduate senior students were included in the qualitative part. According to the findings of the study, the level of self-regulated learning skills of undergraduate students is high. Undergraduate students gathered the highest mean scores from the motivation and acting for learning subscale of Self-Regulatory Learning Scale and the lowest mean score from the independence in learning subscale. Moreover, it was found out that self-regulated learning skills of undergraduate students significantly differ in accordance with gender, grade level based on faculties, being exposed to foreign language preparatory education, faculty type, the high school type college students graduated from and the reason why they chose the program they are enrolled in. On the other hand, according to the qualitative findings of the study, elements regarding curricula, instruction, instructors and other components of higher education programs were found to be crucially important in enhancing self-regulated learning. Regarding the improvement of their self-regulated learning skills, undergraduate students mainly suggested the enhancement of physical environment, the utilization of alternative testing-evaluation methods and collaborative learning activities, evaluation and development of the higher education curricula, focusing on practice more in the learning-teaching process, strategy instruction, the enhancement of the quality and quantity of the feedback given and the course materials, improving the teaching skills of the instructors, more guidance to be provided by the instructors, and the increase in some extracurricular activities such as field trips and career days. Keywords: Self-regulation, Self-regulated learning, Higher education, Undergraduate students.