Becoming Self-regulated: Patterns of Parenting in the Lives of Professionals Who Are Highly Self-regulated Learners

Evangelia Tiniakou, Tim Hirschler, Maaike Endedijk, Anoush Margaryan

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Self-regulated learning has become a prominent form of learning, both in the workplace and in educational institutions. Self-regulated learners are able to strategically plan, monitor, evaluate and modify their learning practices and goals. Previous studies revealed school factors which can affect students’ ability to self-regulate their learning. However, more research is needed in order to identify out-of-school factors which can contribute to someone becoming a highly self-regulated learner as an adult. One such key factor is parenting style, in particular, parental involvement in and encouragement of children’s learning. The purpose of this exploratory study is to investigate patterns of parenting styles in childhood and adolescence of highly self-regulated professionals that might have had an impact on the development of these professionals’ self-regulatory skills. In order to identify such shared factors, their life histories were explored through in-depth biographical interviews (n=39). Parental involvement and especially maternal involvement, parental positive attitudes towards learning and autonomy support and freedom were found to be recurring common experiences in the majority of life histories of these highly self-regulated learners. Based on our findings, we hypothesise a set of parental style factors that may contribute to the development of self-regulatory learning skills, to be investigated in future research: parental support and encouragement of (i) personal interests, family activities and structured routines; (ii) education and early literacy development; and (iii) independence and freedom of choice.
Original languageEnglish
JournalJournal of Self-Regulation and Regulation
Volume4
Pages (from-to)7-42
Number of pages36
ISSN2365-8959
DOIs
Publication statusPublished - 2018
Externally publishedYes

Keywords

  • Self-regulated learning
  • Adult learning
  • Parenting styles
  • Biographical interview
  • Learning in childhood

Cite this

@article{b285c01bc2f84223b07fccacea6741d2,
title = "Becoming Self-regulated: Patterns of Parenting in the Lives of Professionals Who Are Highly Self-regulated Learners",
abstract = "Self-regulated learning has become a prominent form of learning, both in the workplace and in educational institutions. Self-regulated learners are able to strategically plan, monitor, evaluate and modify their learning practices and goals. Previous studies revealed school factors which can affect students’ ability to self-regulate their learning. However, more research is needed in order to identify out-of-school factors which can contribute to someone becoming a highly self-regulated learner as an adult. One such key factor is parenting style, in particular, parental involvement in and encouragement of children’s learning. The purpose of this exploratory study is to investigate patterns of parenting styles in childhood and adolescence of highly self-regulated professionals that might have had an impact on the development of these professionals’ self-regulatory skills. In order to identify such shared factors, their life histories were explored through in-depth biographical interviews (n=39). Parental involvement and especially maternal involvement, parental positive attitudes towards learning and autonomy support and freedom were found to be recurring common experiences in the majority of life histories of these highly self-regulated learners. Based on our findings, we hypothesise a set of parental style factors that may contribute to the development of self-regulatory learning skills, to be investigated in future research: parental support and encouragement of (i) personal interests, family activities and structured routines; (ii) education and early literacy development; and (iii) independence and freedom of choice.",
keywords = "Self-regulated learning, Adult learning, Parenting styles, Biographical interview, Learning in childhood, Self-regulated learning, Adult learning, Parenting styles, Biographical interview, Learning in childhood",
author = "Evangelia Tiniakou and Tim Hirschler and Maaike Endedijk and Anoush Margaryan",
year = "2018",
doi = "10.11588/josar.2018.0.49364",
language = "English",
volume = "4",
pages = "7--42",
journal = "Journal of Self-Regulation and Regulation",
issn = "2365-8959",
publisher = "Heidelberg University",

}

Becoming Self-regulated : Patterns of Parenting in the Lives of Professionals Who Are Highly Self-regulated Learners. / Tiniakou, Evangelia; Hirschler, Tim; Endedijk, Maaike; Margaryan, Anoush .

In: Journal of Self-Regulation and Regulation, Vol. 4, 2018, p. 7-42.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

T1 - Becoming Self-regulated

T2 - Patterns of Parenting in the Lives of Professionals Who Are Highly Self-regulated Learners

AU - Tiniakou, Evangelia

AU - Hirschler, Tim

AU - Endedijk, Maaike

AU - Margaryan, Anoush

PY - 2018

Y1 - 2018

N2 - Self-regulated learning has become a prominent form of learning, both in the workplace and in educational institutions. Self-regulated learners are able to strategically plan, monitor, evaluate and modify their learning practices and goals. Previous studies revealed school factors which can affect students’ ability to self-regulate their learning. However, more research is needed in order to identify out-of-school factors which can contribute to someone becoming a highly self-regulated learner as an adult. One such key factor is parenting style, in particular, parental involvement in and encouragement of children’s learning. The purpose of this exploratory study is to investigate patterns of parenting styles in childhood and adolescence of highly self-regulated professionals that might have had an impact on the development of these professionals’ self-regulatory skills. In order to identify such shared factors, their life histories were explored through in-depth biographical interviews (n=39). Parental involvement and especially maternal involvement, parental positive attitudes towards learning and autonomy support and freedom were found to be recurring common experiences in the majority of life histories of these highly self-regulated learners. Based on our findings, we hypothesise a set of parental style factors that may contribute to the development of self-regulatory learning skills, to be investigated in future research: parental support and encouragement of (i) personal interests, family activities and structured routines; (ii) education and early literacy development; and (iii) independence and freedom of choice.

AB - Self-regulated learning has become a prominent form of learning, both in the workplace and in educational institutions. Self-regulated learners are able to strategically plan, monitor, evaluate and modify their learning practices and goals. Previous studies revealed school factors which can affect students’ ability to self-regulate their learning. However, more research is needed in order to identify out-of-school factors which can contribute to someone becoming a highly self-regulated learner as an adult. One such key factor is parenting style, in particular, parental involvement in and encouragement of children’s learning. The purpose of this exploratory study is to investigate patterns of parenting styles in childhood and adolescence of highly self-regulated professionals that might have had an impact on the development of these professionals’ self-regulatory skills. In order to identify such shared factors, their life histories were explored through in-depth biographical interviews (n=39). Parental involvement and especially maternal involvement, parental positive attitudes towards learning and autonomy support and freedom were found to be recurring common experiences in the majority of life histories of these highly self-regulated learners. Based on our findings, we hypothesise a set of parental style factors that may contribute to the development of self-regulatory learning skills, to be investigated in future research: parental support and encouragement of (i) personal interests, family activities and structured routines; (ii) education and early literacy development; and (iii) independence and freedom of choice.

KW - Self-regulated learning

KW - Adult learning

KW - Parenting styles

KW - Biographical interview

KW - Learning in childhood

KW - Self-regulated learning

KW - Adult learning

KW - Parenting styles

KW - Biographical interview

KW - Learning in childhood

U2 - 10.11588/josar.2018.0.49364

DO - 10.11588/josar.2018.0.49364

M3 - Journal article

VL - 4

SP - 7

EP - 42

JO - Journal of Self-Regulation and Regulation

JF - Journal of Self-Regulation and Regulation

SN - 2365-8959

ER -