Title: Self-regulated learning in higher education: the need to thrive

Authors: Jamal Abu-Alruz; Samer Khasawneh; Abdelghafour Al-Zawahreh; Omar T. Bataineh

Addresses: Department of Curriculum and Instruction, Faculty of Educational Sciences, Hashemite University, Zarqa, Jordan ' Department of Curriculum and Instruction, Faculty of Educational Sciences, Hashemite University, Zarqa, Jordan ' Department of Business Administration, Faculty of Economics and Administrative Sciences, Hashemite University, Zarqa, Jordan ' Department of Educational Foundations and Administration, Faculty of Educational Sciences, Hashemite University, Zarqa, Jordan

Abstract: The intention of the present research was to assess the level of self-regulated learning among information technology employees from two state universities in Jordan. The study surveyed 133 employees, by completing the self-regulated learning at work questionnaire (SRLWQ), which was developed by Fontana et al. (2015). Results of the study indicated strong levels for all stages of self-regulated learning. Results also showed no significant differences in self-regulated learning based on gender. However, significant differences were found for experience, where employees with more years of experience exhibited higher levels of self-regulated learning than those with fewer years of experience. The study provided recommendations both for theory and practice.

Keywords: self-regulated learning; university system; information technology; Jordan.

DOI: 10.1504/IJMIE.2020.107050

International Journal of Management in Education, 2020 Vol.14 No.3, pp.245 - 256

Received: 18 Jan 2019
Accepted: 05 Apr 2019
Published online: 01 May 2020 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article