Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE. Synthesizing a total number of 58 studies, we identified learning process-related, learner-related, CE-related, and work-related factors associated with SRL strategies in CE. Three-level random-effects meta-analyses revealed significant relationships between SRL strategies and achievement motivation (r = .30), learning performance (r = .36), learner engagement (r = .39), learner satisfaction (r = .30), avoidance behavior (r = −.14), prior knowledge (r = .05), CE experience (r = .08), organizational learning culture (r = .26), job control (r = .28), and job demands (r = .21). Operationalization of variables as well as setting and work-relatedness of the CE activity were identified as moderators. Our investigations help understand the nature of SRL in CE and provide a sound basis for designing interventions to support SRL in CE. Future research should identify moderators to explain heterogeneity in effect sizes.

中文翻译：

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继续教育中的自我调节学习策略：系统评价和荟萃分析


自我调节学习 （SRL） 被认为是继续教育 （CE） 的关键能力。本系统评价和荟萃分析调查了与学习者在 CE 中使用 SRL 策略相关的因素。综合了总共 58 项研究，我们确定了与 CE 中 SRL 策略相关的学习过程相关、学习者相关、CE 相关和工作相关因素。三级随机效应荟萃分析揭示了 SRL 策略与成就动机 （r = .30）、学习表现 （r = .36）、学习者参与度 （r = .39）、学习者满意度 （r = .30）、回避行为 （r = −.14）、先验知识 （r = .05）、CE 体验 （r = .08）、组织学习文化 （r = .26）、工作控制 （r = .28） 和工作需求 （r = .21）。变量的操作化以及 CE 活动的设置和工作相关性被确定为调节因素。我们的调查有助于了解 CE 中 SRL 的性质，并为设计支持 CE 中 SRL 的干预措施提供坚实的基础。未来的研究应确定调节因子来解释效应大小的异质性。