Misconceptions and Lack of Knowledge of Self-Regulation of Learning Hinder Students’ Use of Self-Regulation Strategies and Their Achievement: How This Can Be Changed by a Model-Based Instructional Video

Many students rarely use self-regulated learning (SRL) strategies, and little is known about what drives this variation. This study investigates which facets of SRL competence predict students’ reported strategy use and performance, and whether these facets can be enhanced through video-based modeling. Based on conceptual change theory, we hypothesize that learners’ initial SRL competence influences their ability to acquire SRL strategies. A total of 157 university students participated in a quasi-experimental lab study using a pre-, post-, and follow-up design. Participants watched one of three SRL modeling videos (mastery, coping, control) and completed questionnaires and reflection tasks assessing SRL beliefs, knowledge, and strategy use. Inconsistent beliefs and the interaction between self-efficacy and utility beliefs negatively predicted reported SRL use, while performance was positively associated with SRL knowledge, self-efficacy, and reported strategy use. Participants in the intervention condition showed significantly greater increases in SRL knowledge and reduced inconsistent beliefs. Most notably, learners with an initially low to average SRL strategy use showed the largest improvements following the intervention. These findings underscore the potential importance of addressing both cognitive and belief-related components of SRL. The findings suggest that modeling videos may support conceptual change and the development of SRL competence, particularly among less experienced learners.