摘要：Self-regulation and self-efficacy beliefs are essential factorsfor university students’ performance and academic success. Surprisingly,little is known about how these aspects are related to students’experiences of the teaching-learning environment. This study examinesthe relationship between self-regulation, self-efficacy beliefs,experiences of the teaching and learning among master’s level lawstudents (n=103) at a new course of legal methodologies (3 ECTS).Three different student groups with remarkable differences in self-regulationwere detected. The groups differed in terms of their experiencesof the teaching and learning environment, such as the relevanceof this master’s level course, as well as their descriptions oflearning outcomes. Self-regulated students saw the teaching-learningenvironment in a mostly positive way, and they were able to elaboratetheir learning outcomes. However, there were no connections betweenthe groups and self-efficacy beliefs. This study suggests that students’self-regulation should be taken into account when considering student-centredlearning and teaching in higher education. Once there is an awareness ofdifferences between students, pedagogical practices can be modifiedto suit the needs of those students who may or may not already havea more developed ability to regulate their learning processes.
