摘要：This study aimed at identifying and understanding more deeply the self-regulated learning of students with high GPA, who had multiple roles (as housewife and worker also).The approach employed in this study was qualitative-phenomenological approach.The subjects of the study were selected by purposive sampling technique and the data were collected using techniques of observations and in-depth interviews.The results indicated that the four subjects conducted self-regulation in learning through regulating the cognition, motivation, behavior and emotion.Moreover, the subjects performed context regulation in order to achieve certain learning objectives.Self-regulated learning performed by the subjects was influenced by specific precipitating situations and the characteristics of each related individual.It was also strengthened by social support given to them.
