Quasi-experimental design improved self-regulated learning in vocational students, indicating cognitive strategies enhance outcomes.
This study investigated the effects of an instructional intervention integrating metacognitive strategies and Social Cognitive Learning Theory on vocational students’ self-regulated learning and academic performance. A quasi-experimental design was applied with 50 first-year students divided into experimental and control groups. Over 20 sessions, the experimental group received training focused on planning, monitoring, reflection, modeling, and feedback. Results from t-tests showed significant improvements in both self-regulation and achievement for the experimental group (p < .001). The findings highlight the value of combining cognitive and social mechanisms to enhance learning outcomes in vocational education.
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Wang et al. (2025) studied this question.
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