Fostering Self-Regulated Learning in Vocational Education: Policy Implications of Social Support and Resilience

Abstract

Social support, resilience, and self-regulated learning (SRL) among higher vocational students are interconnected factors crucial for academic success and personal development. This study investigates their relationships and implications for educational policy. Participants from diverse vocational disciplines completed measures assessing these constructs using a cross-sectional survey design. The research aimed to examine how social support influences SRL, explore resilience's mediating role, and investigate the effects of different support sources and individual differences. Results revealed a strong positive association between social support and SRL, with total social support emerging as the strongest predictor. Among the various support sources, family support demonstrated the most substantial and unique contribution to SRL. Resilience mediated the relationship between social support and SRL, highlighting its importance in developing effective learning strategies. SRL positively correlated with past academic achievement, while conscientiousness and openness to experience positively correlated with SRL and resilience. These findings suggest that strengthening social support systems and building resilience could significantly improve student outcomes in vocational education. Policymakers and institutions should consider implementing programs that enhance these factors to promote effective self-regulated learning and overall student success in vocational settings.