JINCHENG JI , MALIVAN PRADITTEERA , PANIDNAD CHULERK
DOI: https://doi.org/The transition to university demands self-directed learning, making Self-Regulated Learning (SRL) strategies and academic self-efficacy critical for first-year student success. However, the specific relationship between these factors among students in Nanchang, China, remains underexplored. This study aimed to: 1) identify the types and frequency of SRL strategies used by first-year college students in Nanchang, 2) examine the relationship between SRL strategies and self-efficacy, and 3) develop guidelines for integrating SRL into university curricula. A mixed-methods approach was employed. Quantitative data were collected from 427 first-year students via a stratified random sample, using a validated SRL strategies questionnaire and the General Self-Efficacy Scale. Qualitative data were gathered through semi-structured interviews with 10 purposively selected students. Students demonstrated a moderate level of SRL strategy use. Resource and Environmental Management was most frequent, while Social and Help-Seeking was least used. A significant positive correlation was found between all SRL dimensions and self-efficacy (r=0.529, p<0.01). Regression analysis identified Motivational Strategies, Social and Help-Seeking, and Resource Management as significant predictors, explaining 29.3% of the variance in self-efficacy (R²=0.293). Notable disparities in SRL use and self-efficacy were observed across academic disciplines and age groups, with social science and engineering students and older students (aged 21+) reporting higher proficiency. SRL strategies, particularly those related to motivation, social support, and resource management, are strongly linked to the academic self-efficacy of first-year students. The findings underscore the need for universities to implement structured, discipline-specific SRL training and support systems, integrated early into the curriculum, to foster academic confidence and success.
