Dynamic Evolution of Self‐Regulated Learning Profiles in Blended Learning: A Longitudinal Study of Freshmen and Upper‐Level Students

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Longitudinal study tracks changes in self-regulated learning profiles among diverse students, suggesting implications for supportive interventions.

Three distinct self-regulated learning profiles were identified: highly self-regulated, moderately self-regulated, and minimally self-regulated.
Results suggest that students dynamically adapt their motivation and learning strategies in response to course feedback and assessments.
The study utilized K-Means clustering to classify learners and conducted longitudinal analysis to observe profile transitions over a semester.
Findings contribute to the theoretical understanding of self-regulated learning and its practical application in designing interventions.

Esnaashari et al. (2025) studied this question.

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Longitudinal study tracks changes in self-regulated learning profiles among diverse students, suggesting implications for supportive interventions.