How do self-regulation and self-efficacy beliefs associate with law students’ experiences of teaching and learning?

Abstract Self-regulation and self-efficacy beliefs are essential factors for university students’ performance and academic success. Surprisingly, little is known about how these aspects are related to students’ experiences of the teaching-learning environment. This study examines the relationship between self-regulation, self-efficacy beliefs, experiences of the teaching and learning among master’s level law students (n=103) at a new course of legal methodologies (3 ECTS). Three different student groups with remarkable differences in self-regulation were detected. The groups differed in terms of their experiences of the teaching and learning environment, such as the relevance of this master’s level course, as well as their descriptions of learning outcomes. Self-regulated students saw the teaching-learning environment in a mostly positive way, and they were able to elaborate their learning outcomes. However, there were no connections between the groups and self-efficacy beliefs. This study suggests that students’ self-regulation should be taken into account when considering student-centred learning and teaching in higher education. Once there is an awareness of differences between students, pedagogical practices can be modified to suit the needs of those students who may or may not already have a more developed ability to regulate their learning processes