A Review of Self-Regulated Learning and Self-Efficacy: The Key to Tertiary Transition in Science, Technology, Engineering and Mathematics (STEM)

The ability to distinguish between effective and ineffective study strategies based on feedback is of utmost importance for secondary school leavers transitioning tertiary education (Brinkworth et al., 2009; Salisbury & Karasmanis, 2011). Often accompanying this learning environment transition academic difficulty an increased possibility failure, it therefore essential undergraduate students, in particular those studying the disciplines Science, Technology, Engineering Maths (STEM), establish a solid repertoire early their career. Self-regulation key component that can be fostered encourage successful from university (Vosniadou, 2020). Self-regulated refers by one’s metacognition, strategy adaptability, motivation. Of these constructs, metacognition fundamental, as having self-awareness allows one identify requirement corrective action process, allowing learners monitor behaviour reflect success strategies, where motivation do should lead adaptation. In addition, students must make accurate self-efficacious judgements about order evaluate effectiveness or decide when they have sufficiently completed task. Therefore, develop means improving students’ university, first appreciate impacts self-regulated self-efficacy performance. This review aims focus self-efficacy, which construct adaptability. will also with emphasis Zimmerman’s model, calibration how might break cycle poor STEM.