Abstract

This study examines the concept of self-regulated learning (SRL) among successful and unsuccessful candidates in the Iranian National University Entrance Exam (Konkur) and analyzes the factors influencing the development of this skill. Using a qualitative research design with a descriptive phenomenological approach, the study explores students' lived experiences in the process of self-regulated learning. The research framework is based on Zimmerman's (2000) self-regulated learning model, which conceptualizes SRL as a multidimensional construct encompassing cognitive, metacognitive, behavioral, and emotional components. The sample consisted of 20 students (11 girls and 9 boys) from public, private, and gifted schools in Shiraz, selected purposefully until theoretical saturation was reached. Data were collected through semi-structured interviews and analyzed using thematic analysis (Braun & Clarke, 2006). Findings indicate that successful candidates employed more advanced SRL strategies than their unsuccessful counterparts. In the cognitive and metacognitive domains, they utilized techniques such as goal setting, structured planning, self-monitoring, self-evaluation, and effective time management. They engaged in deep learning strategies, including summarization, concept mapping, and elaborative rehearsal, which facilitated comprehension and long-term retention. In contrast, unsuccessful candidates relied heavily on rote memorization and surface-level learning, struggling with comprehension, organization of knowledge, and adaptive learning strategies. In terms of behavioral regulation, successful candidates maintained disciplined study environments, adhered to structured study routines, and minimized distractions. They demonstrated high levels of perseverance, adapted their study methods based on performance feedback, and utilized external resources such as tutoring and study groups. Additionally, successful students demonstrated strong help-seeking behaviors, actively engaging with teachers, peers, and academic mentors to enhance their understanding of complex subjects. In contrast, unsuccessful students exhibited procrastination, lack of time management, and inconsistency in their study habits. Their inability to maintain structured study plans led to increased anxiety and lower academic performance. Many of them reported difficulty in sustaining attention for extended study periods and struggled with maintaining motivation, especially when faced with academic setbacks. Emotional regulation also played a crucial role in determining students’ academic success. Successful candidates employed effective stress management techniques, such as mindfulness, cognitive reappraisal, and relaxation exercises. They exhibited higher self-efficacy, a stronger sense of academic purpose, and resilience in overcoming challenges. Conversely, unsuccessful students experienced higher levels of stress and test anxiety, often displaying avoidance behaviors, low frustration tolerance, and emotional exhaustion, which negatively impacted their motivation and ability to sustain learning efforts. Environmental factors, including family support and school resources, significantly influenced students’ self-regulation. Those who received strong parental encouragement, academic guidance, and access to educational resources demonstrated higher levels of self-regulation. Family involvement played a vital role in shaping students’ study habits, as supportive parents provided structured study environments, emotional encouragement, and reinforcement of goal-directed behaviors. Schools also contributed by offering counseling services, mentorship programs, and structured academic plans that facilitated students’ self-regulated learning. In contrast, students from less supportive home environments faced additional challenges, including lack of access to study materials, unsupportive parental attitudes, and socio-economic constraints, which hindered the development of self-regulatory skills.

Furthermore, socio-cultural expectations surrounding academic achievement created additional stressors for students, particularly those from families with high academic expectations. Some students reported that family pressure to succeed resulted in heightened anxiety and fear of failure, which sometimes led to maladaptive learning behaviors such as excessive reliance on cramming or avoidance of challenging subjects. Findings also highlight notable gender differences in self-regulated learning. Female candidates demonstrated greater use of deep cognitive strategies, consistent time management, and emotional self-regulation compared to their male counterparts. They were more likely to engage in structured study practices, employ self-monitoring techniques, and maintain intrinsic motivation. Female students also exhibited stronger organizational skills, higher persistence, and greater reliance on social support networks, such as peers and teachers, for academic assistance. Their approach to learning was more systematic, with a focus on gradual mastery and iterative self-evaluation. In contrast, male candidates relied more on external motivators such as competition and social pressures and demonstrated greater flexibility in their study routines. They tended to engage in performance-oriented rather than mastery-oriented learning, showing a preference for efficiency over depth in study practices. While male students often displayed greater confidence in their abilities, they were more prone to overestimating their preparedness for exams, leading to discrepancies between perceived and actual performance. Additionally, male students showed a higher tendency to take academic risks, such as experimenting with different study methods or relying on last-minute revisions, whereas female students preferred structured, well-planned study schedules. The study emphasizes the necessity of incorporating self-regulation training into educational curricula and enhancing family and school support systems to strengthen students’ self-regulatory skills. Given the significant impact of stress on learning outcomes, implementing targeted interventions for stress management and motivation enhancement is essential. Psychological training programs that focus on resilience-building, cognitive restructuring, and self-efficacy enhancement can help students improve their emotional regulation and academic persistence. Additionally, gender-specific interventions should be considered to address the distinct learning tendencies and self-regulatory styles of male and female students. For instance, programs aimed at improving male students' engagement with deep learning strategies and structured time management may yield positive academic outcomes. Similarly, interventions focusing on boosting female students' self-efficacy and adaptive coping mechanisms can further strengthen their self-regulated learning capabilities. Moreover, promoting peer collaboration and study group participation can enhance both male and female students’ ability to self-regulate their learning, as collaborative learning environments often foster accountability, motivation, and shared problem-solving skills. The findings underscore the pivotal role of SRL in academic success and suggest that educational programs should be tailored to address individual and gender-based differences in learning strategies. By fostering self-regulation skills through systematic training, students can develop greater autonomy, resilience, and effectiveness in managing their learning. Future research should further explore the long-term effects of SRL training and investigate additional contextual factors, such as cultural influences, peer dynamics, and digital learning environments, that shape students’ self-regulation capacities. Moreover, longitudinal studies examining the development of SRL skills over time can provide deeper insights into the sustainability and adaptability of self-regulated learning strategies across different educational stages.

Additionally, further investigation into the role of emerging technologies, such as artificial intelligence-based learning tools and personalized adaptive learning platforms, may offer new opportunities for enhancing students' self-regulated learning capabilities in modern educational contexts.