Akademik Veri Yönetim Sistemi
EDUCATION SCIENCES, cilt.15, sa.3, ss.293-311, 2025 (ESCI)
Self-regulated learning (SRL) is often defined as goal-directed behavior of learners that they display on a regular basis. Models of SRL present general stages of SRL through which learners go without making a difference between different fields of learning. However, there is also research showing that there is not one set of self-regulated actions which assist learners in regulating their behavior in every context. Instead, there are types of self-regulated actions which fit into different contexts for different learners and for different tasks as well as different domains. To shed light on this matter, this study investigated whether self-regulation is a general concept or a domain-specific characteristic. The data of the study were collected from high achieving students studying at the top-ranking science high schools of Türkiye which accept students through a competitive centralized exam. The data were collected via interviews (n = 15) whose participants were selected among the ones receiving the highest score from Self-regulatory Strategies Scale (SRSS). The results of the study showed that self-regulated learning can be depicted as a general characteristic as well as a domain-specific one, as it is a complex process that subsumes both general and domain attributes. The results of this study can be utilized to design impactful SRL interventions, as it provides a comprehensive report of the general and domain-specific phases of SRL.