Self-regulated Learning in Students of Helping Professions

AbstractThe paper deals with issue of self-regulated learning (SRL) in students of helping professions. The research aim was to explore a situation of SRL via method of situational analysis (SA). In this way it is possible to map all elements that influence the process of SRL. For this purpose we obtained data from the seven focus groups that lasted around seventy minutes each. The research sample consisted of 48 participants – university students of helping professions. We present our main findings in the form of two situational maps, relational and positional analysis. The results show usefulness of SA or studying SRL and also that SRL is not reducible on cognitive and metacognitive determinants