From academic achievement to career development: does self-regulated learning matter?

Anna J.C. Hsu, Mavis Yi Ching Chen*, Nai Fang Shin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of self-regulated learning to career-development processes. This study examines how young people build their employability through self-regulated learning processes and whether career maturity might be a critical antecedent of self-regulated learning processes. Results from 257 undergraduates in Taiwan indicate that both metacognitive and motivational self-regulated learning contribute to young people’s perceived employability. Early career maturity is associated with metacognitive and behavioral self-regulated learning. Most importantly, metacognitive self-regulated learning serves as a mediator in the relationship between career maturity and perceived employability.

Original languageEnglish
Pages (from-to)285-305
Number of pages21
JournalInternational Journal for Educational and Vocational Guidance
Issue number2
Publication statusPublished - 2022 Jul


  • Career maturity
  • Perceived employability
  • Self-regulated learning

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts


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