Between Discipline and Autonomy: Self-Regulated Learning in Students at a Highly Selective Military Institution

Abstract

Self-regulated learning (SRL) is a critical competence for academic success in rigorous environments. The objective of this study is to examine the manifestation of SRL among students at a highly selective military institution in Chile using a concurrent embedded mixed-methods design, with a primary quantitative focus supplemented by a qualitative component. The Motivated Strategies for Learning Questionnaire (MSLQ) alongside three open-ended questions were administered to 94 students across four engineering majors. The findings reveal high levels of self-efficacy and control beliefs. Conversely, moderate scores were observed in the use of cognitive and metacognitive strategies, with notable weaknesses emerging in effort regulation and help-seeking behaviors. Furthermore, a cluster analysis identified three distinct self-regulation profiles. The qualitative data triangulated these findings, highlighting teaching quality and scheduling conflicts with military duties as decisive contextual factors.