The aim of the present empirical study was to explore students’ self-regulated learning behaviours in vocational education and training and to describe the micro processes associated with planning, monitoring and evaluating during practical learning tasks. The 18 participants were well-performing students from upper secondary vocational education. We collected data from observations, interviews and self-reports to gain detailed insights into students’ behaviours and thoughts during practical task performance. The results reveal that most of the students planned their time and resources, but did not develop elaborate plans to regulate their learning behaviours. They monitored their work carefully and adjusted when necessary. When evaluating, students focussed more on work outcomes than learning processes. The results also showed that the students’ actual behaviours corresponded with self-reports on internal regulation, with three students overestimating their internal regulation. This study sheds light on an underexplored context and population regarding self-regulated learning. Though the well-performing vocational students engaged in self-regulation, their self-regulating behaviours were led by a combination of hands-on activities and evolving work outcomes. Thus, it was the emerging performance and experiences that triggered their learning. Although self-regulated learning behaviours in vocational education and training were present, we conclude that instructional support needs to be developed and empirically tested to actively facilitate and foster vocational students’ learning by doing and reflection.

中文翻译：

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在职业教育和培训中探索学生的自主学习

本实证研究的目的是探索学生在职业教育和培训中的自我调节学习行为，并描述在实际学习任务中与计划，监控和评估相关的微观过程。18名参与者是来自高中职业教育的优秀学生。我们从观察，访谈和自我报告中收集数据，以在实践任务执行过程中获得对学生行为和思想的详细见解。结果表明，大多数学生计划了他们的时间和资源，但没有制定详细的计划来规范他们的学习行为。他们仔细监视了他们的工作，并在必要时进行了调整。在评估时，学生更多地关注工作成果而不是学习过程。结果还表明，学生的实际行为与内部调节的自我报告相对应，其中三名学生高估了他们的内部调节。这项研究揭示了关于自我调节学习的未充分探索的背景和人群。尽管表现良好的职业学生从事自我调节，但他们的自我调节行为是由动手活动和不断发展的工作成果共同引领的。因此，正是新出现的表现和经验触发了他们的学习。尽管在职业教育和培训中存在自我调节的学习行为，但我们得出结论，需要发展教学支持并进行实证测试，以通过实践和反思积极促进和促进职业学生的学习。