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 ( = .30), learning performance ( = .36), learner engagement ( = .39), learner satisfaction ( = .30), avoidance behavior ( = −.14), prior knowledge ( = .05), CE experience ( = .08), organizational learning culture ( = .26), job control ( = .28), and job demands ( = .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 in and provide a sound basis for designing interventions to support in . 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：系统回顾和荟萃分析


自我调节学习（SRL）被认为是继续教育（CE）的关键能力。本系统综述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 58 项研究，我们确定了与 CE 中的 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 (= .30)、学习绩效 (= .36)、学习者参与度 (= .39)、学习者满意度 (= .30)、回避行为之间的显着关系(= −.14)、先验知识 (= .05)、CE 经验 (= .08)、组织学习文化 (= .26)、工作控制 (= .28) 和工作要求 (= .21)。变量的可操作性以及 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 in 的本质，并为设计支持 in 的干预措施提供坚实的基础。未来的研究应该确定调节因素来解释效应大小的异质性。