SELF-DIRECTED LEARNING AT THE UNIVERSITY - STUDY OF SITUATIONAL AND PERSONAL ANTECEDENTS

A correlational study examined relationships between (a) self-regulate d learning, (b) metacognitive strategies, (c) motivational orientation s, and (d) activity latitude for 251 teacher-students. A self-report m easure of student self-regulated learning, intrinsic motivation, activ ity latitude and emotional experiences was administered. Self-regulati on was positively related to intrinsic motivation and emotional feelin gs. Regression analysis revealed that metacognitive strategies and act ivity latitude emerged as the best predictors of perceived self-regula tion. Implications of the results for future studies are discussed.