Facilitating Factors of Self-Regulated Learning in Educational Environments: A Qualitative Meta-Synthesis

Amin Rastegar Moghadam

Authors

Amin Rastegar Moghadam Department of General Psychology, University of Guilan, Rasht, Iran Corresponding author

Keywords:

Self-regulated learning, facilitating factors, educational environments, qualitative meta-synthesis, qualitative research

Abstract

This study aimed to identify and explain the facilitating factors of self-regulated learning in educational environments through a systematic qualitative meta-synthesis. This research employed a qualitative meta-synthesis approach. Data were collected exclusively through a systematic literature review, resulting in the selection of 12 eligible qualitative studies after comprehensive searching, screening, and appraisal procedures. Data analysis was conducted using qualitative content analysis with the support of NVivo software version 14. Open, axial, and selective coding processes were applied, and theoretical saturation was used as the main criterion for determining data adequacy. The meta-synthesis revealed three overarching themes: individual and cognitive factors, instructional and interactive factors, and contextual, technological, and institutional factors. The findings indicated that intrinsic motivation, self-efficacy, metacognitive strategies, and emotion regulation at the individual level, teacher support, constructive feedback, learner-centered instructional methods, and peer interactions at the instructional level, as well as supportive policies, technological infrastructure, educational culture, and equity at the institutional level, jointly facilitate self-regulated learning. Self-regulated learning is a multidimensional and context-dependent phenomenon that emerges from the dynamic interaction of personal capabilities, meaningful instructional design, and supportive institutional environments, highlighting the need for comprehensive and multi-level educational interventions.

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