The COVID-19 pandemic has dramatically changed the landscape of education, particularly in higher education. Among various disciplines, psychology stands out as a field that heavily relies on self-regulated learning (SRL) practices. Intriguingly, recent research conducted by Bruna, Sánchez, and Ramírez-Azócar explores the evolution of SRL skills among psychology students through a longitudinal analysis transcending pre-pandemic, remote, and post-pandemic cohorts. This study provides crucial insights into how students adapted to these changes and what this means for the future of education.
Self-regulated learning is a process in which students actively take control of their own learning experiences, including goal-setting, self-monitoring, and self-reflection. It is critical for academic success, particularly in complex fields such as psychology, where independent learning and critical thinking are essential. However, the pandemic introduced unforeseen challenges and opportunities that could either hinder or enhance these skills. The researchers sought to investigate how these factors influenced SRL among psychology students during this unprecedented time.
The research methodology employed a longitudinal approach, which allowed the authors to track the same cohort of students across different learning environments and conditions. This longitudinal design provided them with unique data sets to evaluate how SRL habits transformed in response to the pandemic’s shifting educational landscape. By comparing three distinct groups—pre-pandemic, remote learning, and post-pandemic—the study brings to light the varied experiences of students during these critical periods.
Before the pandemic, students engaged in traditional classroom environments, benefiting from direct interaction with instructors and peers. This setting fostered skills such as motivation, discipline, and collaborative learning. However, as the world shifted towards remote education, the need for self-regulated learning became even more prominent. The authors found that students who were already proficient in SRL were better equipped to face the challenges of online learning, demonstrating that strong foundational skills can be crucial in adjusting to new learning modalities.
During the remote learning phase, students had to rely on technology and adapt to a new rhythm of learning. This period tested their ability to remain motivated and engaged in a less structured environment. The researchers found that many students struggled with time management and maintaining productivity. Asynchronous learning models made it difficult for some to create discipline, emphasizing the need for universities to provide additional support in fostering SRL skills during remote learning crises.
Interestingly, the post-pandemic phase revealed a remarkable resilience among students. Those who had previously struggled began to show improvements in SRL capabilities. The authors attributed this phenomenon to various factors, including the lessons learned during remote learning and the reintroduction of in-person classes, which allowed students to employ new skills and strategies they had developed. There was a noteworthy increase in self-reflection practices, where students evaluated their learning experiences and sought to improve continuously.
The authors emphasized that the shift back to in-person learning does not simply mean a return to pre-pandemic educational methods. Instead, it represents an opportunity to integrate newfound strategies and technologies that emerged during the pandemic. The evolution of SRL competencies among psychology students could serve as a framework for educators across disciplines to mold future curricula that emphasize adaptability, resilience, and lifelong learning skills.
To better understand the implications of these findings, the study also highlights how different cohort groups reported varying levels of self-efficacy. For instance, students who navigated the remote learning phase successfully tended to exhibit higher confidence in their learning abilities and were more willing to engage in self-directed study methods. This highlights the importance of self-efficacy beliefs in enhancing SRL and academic performance.
Moreover, the researchers provided evidence that students who engaged in collaborative online activities reported better SRL experiences than those who worked independently. This reinforces the significance of social interactions in learning processes, even in a digital medium. Encouraging group discussions and cooperative projects can lay the groundwork for improved self-regulated learning practices moving forward.
A notable point raised in the research is the role of institutional support in promoting SRL. The findings suggest that institutions that invested in digital resources, enhanced training for faculty on online teaching methods, and provided robust mental health support saw students develop greater self-regulated learning skills. Educators are thus called to leverage these insights to create environments that not only allow but encourage self-regulated behavior in students.
Another compelling aspect of this ongoing research is its focus on the long-term impacts of self-regulated learning beyond graduation. Students who emerge from their programs with strong SRL skills are likely to navigate their careers with greater ease, demonstrating resilience and adaptability even in unpredictable environments. This insight could be crucial as educators and institutions reflect on their curricula during an age of constant change.
The evolution of self-regulated learning among psychology students during the pandemic illustrates the systemic shifts in the education landscape and highlights the adaptability of students. The research acts as a rallying call for educational stakeholders to rethink traditional approaches to teaching and learning, fostering an environment where students can thrive in autonomy and innovation.
As we move forward from the pandemic, it is crucial to integrate these findings into future academic practices. Understanding the evolution of self-regulated learning can empower both educators and students alike, shaping resilient individuals prepared to tackle challenges not only within academia but also in their personal and professional lives. The lessons learned through this unprecedented period can provide a valuable roadmap to success in an increasingly complex and interconnected world.
In conclusion, the study highlights that self-regulated learning is more than a skill; it is an essential component of educational success, especially in challenging times. By unpacking the experiences of psychology students across different cohorts, the research emphasizes the importance of adaptability, institutional support, and the need to cultivate self-directed learners capable of navigating whatever future educational landscapes may arise.
Subject of Research: Self-regulated learning among psychology students during and after the COVID-19 pandemic.
Article Title: The evolution of self-regulated learning in psychology students. Longitudinal insights across pre-pandemic, remote, and post-pandemic cohorts.
Article References:
Bruna, D., Sánchez, A. & Ramírez-Azócar, P. The evolution of self-regulated learning in psychology students. Longitudinal insights across pre-pandemic, remote, and post-pandemic cohorts.
High Educ (2025). https://doi.org/10.1007/s10734-025-01580-3
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s10734-025-01580-3
Keywords: Self-regulated learning, psychology education, COVID-19 impact on education, longitudinal study, educational resilience, remote learning challenges, academic adaptability.
