SELF-REGULATED LEARNING STRATEGIES OF UNIVERSITY STUDENTS: A QUALITATIVE STUDY FROM KAZAKHSTAN

Abstract

Self-regulated learning (SRL) is widely recognized as a key predictor of academic success and learner autonomy in higher education. International SRL frameworks emphasize goal setting, planning, self-monitoring, reflection, and help-seeking as core components of effective regulation. However, empirical evidence on how these strategies are enacted in Kazakhstani higher education remains limited. This qualitative exploratory study examines SRL strategies reported by university students in Kazakhstan and compares them with established international models. Data were collected through an open-ended questionnaire administered to 30 students from universities across Kazakhstan representing diverse disciplines. Responses were analyzed using thematic analysis guided by core SRL components. The findings show that students frequently rely on behavioral and organizational strategies (goal setting, planning, time management), while metacognitive strategies - particularly systematic reflection and proactive helpseeking - appear less consistently developed and are often activated only after assessment outcomes. The study supports the overall universality of SRL structures while highlighting context-related differences in the depth and consistency of strategy use. These results point to the need for explicit instructional scaffolding that strengthens reflective practices and strategic help-seeking in higher education.