1Postgraduate Student, School of Education, Universiti Teknologi Malaysia (UTM), Skudai, Johor, Malaysia
2Professor, School of Education, Universiti Teknologi Malaysia (UTM), Skudai, Johor, Malaysia
*Corresponding author: Kee Jiar Yeo, Professor, School of Education, Universiti Teknologi Malaysia (UTM), Skudai, Johor, Malaysia. Email: kjyeo@utm.my
Online published on 30 April, 2019.
The aim of this review was to identify students’ perceptions of self-regulated learning environment. Seven studies (N = 16, 493) met inclusion criteria for this review. Five top characteristics of self-regulated learning environment identified in most studies were teachers’ social support, student cohesiveness, equity, task orientation, autonomy support regardless of the variability in terms of participants’ age group, types of learning institution or geographical location. This reviewprovides synthesized information for more effective implementation ofself-regulated learning in future.
Students’ perception, learning environment, self-regulation, student engagement, autonomy support
