The study examined how self-efficacy (SE) influenced the use of self-regulation learning (SRL) strategies among undergraduates in a research methods course and whether students with varying SE levels differed in SRL usage. Using a sequential mixed-methods design, data were collected from 352 Vietnamese undergraduates via a questionnaire and 20 students through journal entries. Convenience sampling was used for the survey, and purposive sampling for journal participants. A rank-based multiple regression analysis showed SE as a strong predictor of SRL, with higher SE linked to better SRL. Gender, field of study, year of study, and research experience did not significantly predict SRL. The Kruskal-Wallis test revealed significant differences in SRL strategy use (self-control, decision-making, goal orientation) across SE groups (low, average, high), with large effect sizes. SRL improved progressively from low-SE to high-SE groups. Qualitative findings highlighted that high-SE students were more self-regulated in goal setting, goal planning, coping strategies, and their evaluating and adapting skills. Conversely, low-SE students demonstrated limited SRL use or struggled to apply these strategies. The study emphasizes the need for educational interventions to enhance SE and SRL, particularly in local and similar educational contexts.
Nga Thi Tuyet Phan (Sun,) studied this question.