Self-regulated learning skills in vocational students based on their self-evaluation

Si k, Meidi
A icle
Sel - egula ed lea ning skills in oca ional s uden s based
on hei sel -e alua ion
In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining (IJRVET)
P o ided in Coope a ion wi h:
Eu opean Resea ch Ne wo k in Voca ional Educa ion and T aining (VETNET), Eu opean Educa ional
Resea ch Associa ion
Sugges ed Ci a ion: Si k, Meidi (2025) : Sel - egula ed lea ning skills in oca ional s uden s based
on hei sel -e alua ion, In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining
(IJRVET), ISSN 2197-8646, Eu opean Resea ch Ne wo k in Voca ional Educa ion and T aining
(VETNET), Eu opean Educa ional Resea ch Associa ion, B emen, Vol. 12, Iss. 1, pp. 76-100,
h ps://doi.o g/10.13152/IJRVET.12.1.4
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In e na ional Jou nal o Resea ch in Voca ional Educa ion and T aining (IJRVET)
2025, Vol. 12, Issue 1, 76–100
h ps://doi.o g/10.13152/IJRVET.12.1.4
ISSN: 2197-8646
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Sel -Regula ed Lea ning Skills in Voca ional
S uden s Based on Thei Sel -E alua ion
Meidi Si k*
School o Educa ional Sciences, Tallinn Uni e si y, 25 Na a mn , 10120 Tallinn, Es onia
Recei ed: 20 No embe 2023, Accep ed: 13 May 2024
Abs ac
Con ex : The impo ance o bo h sel - egula ed and sel -di ec ed lea ne s has been empha-
sised in li elong lea ning. Howe e , in heo y, sel - egula ed lea ning (SRL) se es as a basis
o becoming a sel -di ec ed lea ne . The e o e, SRL (which includes ce ain skills) needs o
be de eloped in oca ional educa ion and aining alongside specialis aining in o de o
mee he demands o he labou ma ke , whe e employees should be capable o con inuous
lea ning. P e ious s udies based on he expe iences o oca ional eache s, and mainly o-
cusing on adolescen s uden s, ha e highligh ed ha many oca ional s uden s ha e low
le els o SRL skills. Howe e , he e is a lack o esea ch explo ing s uden pe spec i es on
hei own SRL skills. I is unclea wha ac o s in luence hei SRL and wha suppo hey
need o de eloping SRL. The aim o his a icle is o analyse and desc ibe he di e ences in
he SRL skills o oca ional s uden s based on hei sel -e alua ion and he ac o s ela ed o
hei SRL.
Me hods: The au ho conduc ed di e se quan i a i e analyses o he esponses o 244 s u-
den s o achie e he esea ch aim. Fi s , a ac o analysis was pe o med on he i e skill a eas
o SRL, ollowed by a K-means clus e analysis based on SRL skills ac o s. Then SRL clus e s
o s uden s we e analysed acco ding o he s uden s' socio-demog aphic ac o s, lea ning
di icul ies, and o he lea ning ac o s using c oss- abula ion and a iance analysis.
Findings: F om an SRL pe spec i e, he mos impo an ac o s in dis inguishing and cha ac-
e ising he clus e s o s uden s we e he skills ela ed o plan managemen and o ganisa ion.
*Co esponding au ho : meidi@ lu.ee
77
Si k
On his basis, he s udy iden i ied h ee clus e s, consis ing o s uden s wi h: 1) Di icul ies in
o ganisa ion and beha iou (30%), 2) di icul ies in planning and ime managemen (20%),
and 3) good and balanced SRL skills (50%).
Conclusion: O e all, he s udy ound ha hal o he s uden s exhibi ed good SRL skills and
hese s uden s encoun e ed ewe lea ning di icul ies. They also s udied mo e h ough col-
labo a i e lea ning ac i i ies, ecei ed su icien e bal eedback, and showed highe le els
o mo i a ion owa ds hei schoolwo k. Howe e , he emaining s uden s equi e addi io-
nal suppo o imp o e hei SRL skills.
Keywo ds: Voca ional Educa ion and T aining, VET, Voca ional S uden s, Sel -Regula ion,
Sel -Regula ed Lea ning Skills
1 In oduc ion
In oday's wo ld o apid ans o ma ion, including in he labou ma ke , he e is a demand
o people who a e independen , bold, c ea i e, open o change and inno a ion, and able o
adap , make choices and mo e owa ds hei goals (Bi ne e al., 2022; Cede op, 2023; Cos-
ne oy & Ca é, 2014). People mo e equen ly change occupa ions du ing hei p o essional
li es as some occupa ions disappea o unde go signi ican changes, and new occupa ions
eme ge (Bellini & Maes ipie i, 2018). All o his unde lines he impo ance o con inuous
o li elong lea ning, and he e o e he pe son's abili y o lea n, as well as he need o oca-
ional educa ion and aining (VET) o de elop lea ning skills alongside specialis aining
(Cede op, 2023; Mo is, 2019). Lea ning o lea n is widely highligh ed as a key compe ence
a all le els o educa ion, in e e yday li e, and in he wo ld o wo k (Bi ne e al., 2022). I is
de ined by he Eu opean Commission (2019) as " he abili y o e lec upon onesel , e ec i ely
manage ime and in o ma ion, wo k wi h o he s in a cons uc i e way, emain esilien and
manage one's own lea ning and ca ee " (p. 13). This includes an indi idual's sel -awa eness
o hei lea ning s a egies and hei compe ence de elopmen needs, as well he means and
oppo uni ies a ailable o hem (Eu opean Commission, 2019). Howe e , in he con ex o
lea ning o lea n, he concep o sel -di ec ed (SDL) as well as sel - egula ed lea ning (SRL)
has been emphasised. Acco ding o Knowles (1975, p. 18):
SDL is a p ocess in which indi iduals ake he ini ia i e, wi h o wi hou he help o o he s, in
diagnosing hei lea ning needs, o mula ing lea ning goals, iden i ying human and ma e ial e-
sou ces o lea ning, choosing and implemen ing app op ia e lea ning s a egies, and e alua ing
lea ning ou comes.
A sel -di ec ed lea ne is hus someone who akes esponsibili y o hei own de elopmen
and lea ning, as well as hei lea ning choices, and consciously shapes hei lea ning pa hways
78 Sel -Regula ed Lea ning o Voca ional S uden s
o acqui e he knowledge, skills, and a i udes needed o achie e goals and cope wi h li e in a
changing en i onmen (Jossbe ge e al., 2010; Pilling-Co mick & Ga ison, 2007). Howe e ,
hese aspec s a e also a he hea o SRL (Zimme man, 2002). Zimme man has explained
ha SRL e e s o he lea ning p ocesses unde lying a s uden 's assump ion o pe sonal e-
sponsibili y o hei own lea ning, wi h o wi hou eache suppo (Saks & Leijen, 2014).
This in ol es he use o cogni i e s a egies, such as goal se ing, planning, moni o ing, e alu-
a ing, and e lec ing on one's lea ning p og ess (Ame ican Psychological Associa ion [APA],
2015; Dawson & Gua e, 2010; Pin ich, 2000). Fu he mo e, he iming o lea ning, good
concen a ion, coping wi h lea ning di icul ies and anxie y, and he mo i a ion o lea n and
achie e goals a e impo an ac o s in SRL (K ull, 2018; Zimme man, 2002). Acco dingly,
sel - egula ed lea ne s ac i ely engage in he lea ning p ocess, moni o hei own lea ning,
and adjus hei s a egies as needed o imp o e hei pe o mance (Zimme man, 2002).
The e o e, i is e iden ha SRL encompasses a ange o skills ha sel - egula ed lea ne s
apply du ing hei lea ning p ocess.
The e o e, bo h SDL and SRL emphasise lea ne s who ake an ac i e ole in hei lea ning
and ha e he abili y o lea n. Howe e , i has been a gued ha SDL is a concep in adul
educa ion and SRL is a concep in educa ional psychology, and ha he wo a e widely used
as synonyms (Cosne oy & Ca é, 2014; Jossbe ge e al., 2010; Pilling-Co mick & Ga ison,
2007; Saks & Leijen, 2014). Ne e heless, Jossbe ge e al. (2010) highligh he di e ence a
mac o and mic o le els. SDL gene ally e e s o a lea ning ajec o y as a whole a he mac o
le el, unde which lea ne s ha e he eedom o choose hei lea ning ac i i ies, while SRL a
he mic o le el ocuses deeply on he execu i e unc ion o asks (how lea ne s moni o and
con ol hei own lea ning ac i i ies) o achie e mo e speci ic o sho - e m goals (Jossbe ge
e al., 2010). They ha e s essed ha "a i s s ep in lea ning o sel -di ec one's lea ning is he
skill o sel - egula e lea ning ac i i ies and ask pe o mances, because he quali y o pe -
o med asks and ac i i ies will be inpu o u u e lea ning" (Jossbe ge e al., 2010, p. 419).
The e o e, bo h skills a e impo an o con inued success ul lea ning and he achie emen
high-quali y ou comes in bo h p o essional and academic se ings (Jossbe ge e al., 2010),
bu i is necessa y o de elop SRL skills i s as he ounda ion o becoming a sel -di ec ed
lea ne (Cosne oy & Ca é, 2014; Jossbe ge e al., 2010; Pilling-Co mick & Ga ison, 2007).
Zimme man (2002) has s essed ha sel - egula ed s uden s iew hei u u es op imis ically
and a e able o in luence hei lea ning and achie emen in he lea ning p ocess.
Acknowledging he impo ance o SRL, his a icle ocuses on SRL skills in oca ional
s uden s. I is known ha s uden s wi h good SRL skills a e able o lea n e ec i ely on hei
own and ha e be e coping skills (Jossbe ge e al., 2010), and hese aspec s ha e also been
emphasised in he expanding ield o online lea ning (Bi ne e al., 2022; Mo is, 2019; Saks
& Leijen, 2014), which also became impo an du ing he Co id-19 pandemic. Fo examp-
le, du ing he pandemic, eache s we e unable o p o ide di ec suppo o hei s uden s
79
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and o c ea e o ensu e a sui able lea ning en i onmen o hem. The e o e, s uden s had
o sel - egula e hei lea ning and c ea e he bes lea ning en i onmen o hemsel es a
home. Howe e , i has been ecognised ha i he lea ning en i onmen is conduci e, a mo e
posi i e impac on lea ning ou comes, mo i a ion o lea n and ocus on lea ning can be ob-
se ed (B ach l e al., 2023).
P e ious s udies ha e emphasised conce ns ega ding low le els o SRL among oca ional
s uden s (de B uijn & Leeman, 2011), a endency ha has mainly been no ed in adolescen
s uden s (Bold ini e al., 2019; Si k e al., 2016; an Middelkoop e al., 2017). Voca ional
eache s ha e expe ienced adolescen s uden s displaying a decline in lea ning skills o (e.g.,
planning lea ning and ime managemen , concen a ion on essen ial ac i i ies, and ocusing
a en ion), esponsibili y, commi men , sense o du y and mo i a ion, and indi e ence o
lea ning (e.g., Bold ini e al., 2019; Ei iksdo i & Ros all, 2019; Si k e al., 2016, 2019; an
Middelkoop e al., 2017). Voca ional eache s who each mo e adul lea ne s ha e he oppo-
si e, p edominan ly posi i e, expe iences wi h hei s uden s. Adul s uden s a e mos ly mo-
i a ed (Ei iksdo i & Ros all, 2019; Si k e al., 2019), eage o lea n, and sel -managing lea -
ne s who expec mo e in-dep h explana ions and assis ance om eache s (Si k e al., 2016).
Consequen ly, based on he expe ience o oca ional eache s, i can be concluded ha
oca ional s uden s ha e di e en le els o SRL skills, which may depend on hei socio-
demog aphic ac o s. Howe e , he lack o SRL in s uden s indica es lea ning di icul ies ha
can be o e come wi h suppo o in e en ion (Dawson & Gua e, 2010). Fo example, hese
s uden s need well-s uc u ed lea ning en i onmen s and ma e ials, alongside guidance (de
B uijn & Leeman, 2011) and clea eedback (Ha ie & Timpe ley, 2007). Simila ly, esea ch
on s uden s has shown ha hey p e e au hen ic lea ning asks and guidance om eache s
(Pyl äs e al., 2022). Howe e , due o a lack o mo i a ion o lea ning among adolescen s,
some oca ional eache s p io i ise hei ole in mo i a ing s uden s and cul i a ing hei
in e es in specialis aining (Bold ini e al., 2019; Si k e al., 2019). Fu he mo e, due o
poo lea ning skills in s uden s, some eache s con inue o iew hemsel es as knowledge
ansmi e s, which equi es hem o apply eache -cen ed o adi ional me hods (Si k e
al., 2016; Üma ik & Rekko , 2013). A he same ime, i has been emphasised as a conce n ha
ew eache s pay a en ion o eaching s uden s o lea n (Zimme man, 2002).
In summa y, p e ious s udies ha e mainly ocused on oca ional eache s' expe iences
o s uden lea ning skills, bu he e a e ewe s udies ha explo e he s uden s' own iews o
hei lea ning and, mo e pa icula ly, hei SRL skills. In addi ion, hese s udies ha e indica-
ed ha oca ional s uden s ha e di e en le els o SRL skills, which may equi e di e en i-
a ed suppo om oca ional eache s o help de elop hese skills. Al hough i is no en i ely
clea how oca ional s uden s di e in e ms o hei SRL skills and wha di icul ies hey
ace wi h hese skills, o wha ac o s may in luence hei SRL skills, Zimme man (2002) has
highligh ed he signi icance o SRL as a c ucial unc ion in educa ion o he de elopmen o

80 Sel -Regula ed Lea ning o Voca ional S uden s
li elong lea ning skills. The e o e, he aim o his a icle is o analyse and desc ibe he di e-
ences in he SRL skills o oca ional s uden s based on hei sel -e alua ion and he ac o s
ela ed o hei SRL. To achie e he aim, he ollowing esea ch ques ions a e posed:
– How do oca ional s uden s di e based on hei e alua ed SRL skills?
– How a e oca ional s uden s' SRL skills ela ed o socio-demog aphic ac o s?
– How a e oca ional s uden s' SRL skills ela ed o hei own lea ning di icul ies?
– Which lea ning ac o s (e.g., lea ning ac i i ies, eedback and mo i a ion) a e associ-
a ed wi h oca ional s uden s' SRL skills?
2 Theo e icalF amewo k
This chap e in oduces he concep s o sel - egula ion and sel - egula ed lea ning. I hen
desc ibes he de elopmen o sel - egula ed lea ning.
2.1 Sel -Regula ionandSel -Regula edLea ning
Sel - egula ion belongs o social cogni i e heo y (Cla k & Zimme man, 2014; Zimme man,
2000) and " e e s o sel -gene a ed hough s, eelings/emo ions, and beha iou s/ac ions
ha a e planned o achie e goals" (Zimme man, 2000, p. 14). Fu he mo e, sel - egula ion
in ol es a iadic p ocess in which an indi idual a emp s o con ol pe sonal (cogni i e,
a ec i e, belie s and abili y), beha iou al (ac ions and eac ions) and en i onmen al (social
and physical) ac o s o each an academic goal (Cla k & Zimme man, 2014; Zimme man,
2000, 2013).
Howe e , he ea men o he concep b oadened in he 1990s including a ious speci ic
aspec s and he applica ion o sel - egula ion cons uc s ha depend on a speci ic con ex
(Boekae s e al., 2000). Consequen ly, he concep o sel - egula ed lea ning (SRL) has been
used when s udying sel - egula ion in educa ion o academic lea ning and in he school en-
i onmen (Boekae s e al., 2000; Pin ich, 2000; Saks & Leijen, 2014). I is also highligh ed
ha Zimme man has used sel - egula ion as an umb ella e m o SRL (Saks & Leijen, 2014)
and simila ly opened up hese concep s (e.g., Cla k & Zimme man, 2014; Zimme man, 2000,
2002, 2013) wi h he ocus being on how s uden s egula e hei own lea ning (Zimme man,
2002). The e o e, Zimme man has s a ed ha sel - egula ion in lea ning "is he sel -di ec i e
p ocess by which lea ne s ans o m hei men al abili ies in o academic skills. Lea ning is
81
Si k
iewed as an ac i i y ha s uden s do o hemsel es in a p oac i e way" (Zimme man, 2002,
p. 65). In summa y, Zimme man (2013) has de ined SRL "as he deg ee o which s uden s a e
me acogni i ely, mo i a ionally, and beha io ally ac i e pa icipan s in hei own lea ning
p ocesses" (p. 137). In addi ion, Pin ich (2000) has d awn on se e al esea che s in he ield
o SRL and de ined i as "an ac i e, cons uc i e p ocess whe eby lea ne s se goals o hei
lea ning and hen a emp o moni o , egula e, and con ol hei cogni ion, mo i a ion, and
beha io , guided and cons ained by hei goals and he con ex ual ea u es in he en i on-
men " (p. 455). In his s udy, he ocus is on oca ional s uden s' sel - egula ion in school-
based lea ning, and he e o e he concep o SRL will be used.
Howe e , SRL equi es a ce ain le el o pe sonal de elopmen such ha he s uden is
an ac i e pa icipan in lea ning and has he abili y o iden i y hei own lea ning goals and
o use sys ema ic mo i a ional and cogni i e-beha iou al s a egies o manipula e hei en-
i onmen in o de o achie e hose goals (Cla k & Zimme man, 2014; Pyl äs e al., 2022;
Zimme man, 2002, 2013). Zimme man (2013) has emphasised ha "sel - egula ed lea ne s
use speci ic p ocesses ha ans o m hei p eexis ing abili ies in o ask ela ed beha io in
di e se a eas o unc ioning" (p. 137). The sel - egula ed lea ne akes esponsibili y and ini-
ia i e o hei own lea ning (Pilling-Co mick & Ga ison, 2007; Saks & Leijen, 2014). S u-
den s wi h high SRL ecognise and con ol he impac o posi i e o nega i e en i onmen al
s imuli on hei beha iou (Cla k & Zimme man, 2014) and a e able o ejec dis ac ions in
hei en i onmen (Zimme man & Bandu a, 1994).
The e o e, SRL includes di e en execu i e skills ha a e impo an in academic pe o -
mance (Dawson & Gua e, 2010; Jossbe ge e al., 2010; S ai e al., 2019). These SRL skills
eme ge in a a ie y o lea ning ac i i ies, such as goal se ing, planning and di ec ing ac i-
i ies, including ask ini ia ion and ollow- h ough s a egies, engaging memo y, sus aining
a en ion, moni o ing pe o mance, con olling impulses, managing ime, and pe sis ing in a
goal-o ien ed di ec ion (Dawson & Gua e, 2010; Zimme man, 2002, 2013). These SRL skills,
which suppo and acili a e s uden lea ning (APA, 2015; Zimme man, 2002), de elop g a-
dually and a clea p og ession is obse ed du ing he i s wo decades o li e (Dawson &
Gua e, 2010).
The e o e, i can be a gued ha SRL skills o m he basis o lea ning o lea n (Zimme -
man, 2002), which is an essen ial key compe ence (Eu opean Commission, 2019). S udies
ha e unde lined ha a high le el o SRL p edic s academic success (S ai e al., 2019; Zim-
me man, 2002). In VET, i is also poin ed ou ha hose s uden s who a e able o egula e
hei lea ning and he eby p ac ice hei skills consciously a e expec ed o pe o m a highe
le els (de B uijn & Leeman, 2011; Jossbe ge e al., 2010), and secu e highe incomes, be e
posi ions and g ea e job sa is ac ion (Bi ne e al., 2022). Howe e , a lack o SRL can esul
in lea ning di icul ies, which can be o e come wi h suppo o in e en ion (Dawson &
Gua e, 2010) because SRL skills can be success ully augh and de eloped (APA, 2015; S ai
82 Sel -Regula ed Lea ning o Voca ional S uden s
e al., 2019; Zimme man, 2002) and his can ha e a signi ican impac on s uden mo i a ion
and achie emen (Zimme man, 2002).
SRL skills a e iden i ied in he ollowing i e skill a eas: Plan managemen , ime manage-
men , o ganisa ion, beha iou egula ion and emo ion egula ion (S ai e al., 2019). These
skill a eas a e closely ela ed and some imes di icul o dis inguish (Dawson & Gua e, 2010).
Plan managemen desc ibes he s uden 's abili y o c ea e an ac ion plan o achie e a se
o goals and/o o comple e a ask (Dawson & Gua e, 2010). The s uden should be able o
analyse he lea ning goals and ask and decide wha is impo an o ocus on and wha no
(Dawson & Gua e, 2010) and de e mine he s eps o ac i i ies o s a egies (Jossbe ge e al.,
2010; Zimme man, 2002, 2013). The ollowing SRL skills bes desc ibe plan managemen :
Planning o p io i y se ing, sus ained a en ion, lexibili y (abili y o change plans in esponse
o obs acles, eedback, se backs, new in o ma ion, mis akes o changes), me acogni ion (sel -
moni o ing o e alua ing he p ocess plan), and goal-di ec ed pe sis ence (Dawson & Gua e,
2010; S ai e al., 2019). Goal-di ec ed pe sis ence is he s uden 's capaci y o ha e a pu pose,
o achie e he aim and no o be discou aged o dis ac ed by o he compe ing in e es s. Plan
managemen eme ges in ask ini ia ion, allowing he lea ne o begin a ask wi hou undue
p oc as ina ion (Dawson & Gua e, 2010).
Time managemen desc ibes he s uden ’s abili y o es ima e how much ime is needed o
comple e a ask wi hin a ce ain ime ame. This includes he s uden 's unde s anding ha
ime is an essen ial ac o and knowing how o manage ime and wo k wi hin ime cons ain s
(Dawson & Gua e, 2010). Time managemen includes SRL skills such as ime managemen ,
ask ini ia ion, sus ained a en ion, and wo king memo y (S ai e al., 2019). These skills a e
e iden in si ua ions whe e s uden s comple e a ask wi hin he ime se by hei eache . Sus-
ained a en ion is essen ial he e o deal wi h a si ua ion o ask in spi e o dis ac ions, a igue
o bo edom (Dawson & Gua e, 2010).
O ganisa ion, including wo king memo y, desc ibes he s uden ’s abili y o design and
main ain sys ems o keeping ack o in o ma ion and ma e ials (Dawson & Gua e, 2010;
S ai e al., 2019). This skill is demons a ed, o example, in he way ha a s uden o ganises
and inds hei ools, keeps hei lea ning space nea , e ains in o ma ion in hei mind while
pe o ming complex asks, and hands in homewo k assignmen s on ime (Dawson & Gua e,
2010).
Beha iou egula ion, which includes he SRL skills o esponse inhibi ion and goal-di-
ec ed pe sis ence, desc ibes he s uden ’s sel -con ol as well as hei abili y o moni o hei
own ac ions (S ai e al., 2019; Zimme man, 2002, 2013). This abili y is demons a ed in si-
ua ions whe e s uden s i s hink (e alua e he si ua ion) and hen ac acco ding o he si u-
a ion. Fo s uden s who ha e di icul ies wi h inhibi ion, i is also ha d o main ain planning,
a en ion and goal-di ec ed pe sis ence (Dawson & Gua e, 2010). Mo eo e , Zimme man
(2002) has s a ed ha i is impo an ha s uden s sel -moni o hei beha iou and e lec
83
Si k
on hei e ec i eness acco ding o goal(s) because his is one aspec o enhancing hei mo-
i a ion o imp o e hei SRL skills.
Emo ion egula ion desc ibes he s uden 's abili y o manage hei emo ions o he pu pose
o achie ing goals, comple ing asks and con olling beha iou . This may be demons a ed i
s uden s ask o assis ance when gi en asks hey ind ha d o us a ing (Dawson & Gua e,
2010). Fo example, i is emphasised ha sel - egula ed s uden s ask o help om o he s o
imp o e hei lea ning (Zimme man, 2002).
In conclusion, s uden s wi h easonable SRL skills can be desc ibed as independen lea -
ne s ha a e mo i a ed o lea n (Zimme man, 2002), able o s uc u e hei own lea ning
p ocess (Jossbe ge e al., 2010; Saks & Leijen, 2014), ini ia e and di ec ac i i ies in o de o
acqui e knowledge and skills based on hei academic goals, and a e engaged in lea ning ha
in ol es speci ic s a egies (Pyl äs e al., 2022; Zimme man, 2013). Howe e , i is possible o
de elop SRL skills (APA, 2015; S ai e al., 2019; Zimme man, 2002), and his will be dis-
cussed u he in he ollowing chap e .
2.2 De elopmen o Sel -Regula edLea ning
The de elopmen o SRL in s uden s akes place in a ious ways (Jossbe ge e al., 2010; Zim-
me man, 2002) bu begins wi h ac i e social guidance (Zimme man, 2000, 2013) and he p o-
ision o s uc u ed asks ( an G ins en & Tillema, 2006). These can be sys ema ically educed
as he s uden acqui es SRL skills (Zimme man, 2013). SRL can be de eloped h ough clea
ins uc ion, modelling, suppo , and an o ganised lea ning en i onmen (APA, 2015; Cla k &
Zimme man, 2014; Zimme man, 2002). In VET, he p o ision o guidance is p ima ily mani-
es ed h ough pe sonalised assis ance and suppo om a eache o an expe ienced p ac i i-
one (Pyl äs e al., 2022).
One app oach o de eloping SRL is o he eache o ac as a ole model by demons a ing
how o lea n a ce ain opic o skill. Subsequen ly, hey should p o ide s ep-by-s ep guidance
o s uden s in managing he p ocess mo e and mo e independen ly (Cla k & Zimme man,
2014). Teache s can also suppo s uden s in de eloping SRL by guiding, asking and encou a-
ging hem o se hei own clea goals o hemsel es, such as comple ing a ce ain numbe o
smalle asks o acqui e a ce ain skill, hen o plan s a egies o achie e hem, o implemen and
moni o hei planned s a egies, and hen o sel -e alua e o e lec on he p ocess as well as
he ou comes (Bi ne e al., 2022; Dawson & Gua e, 2010; Jossbe ge e al., 2010; Zimme man,
2002). I has been epo ed ha s uden s who ha e done his ha e achie ed be e esul s and
a g ea e sense o sel -e icacy (Zimme man, 2002). The e o e, s uden s should ha e a mo e
ac i e ole, comp ising con ol o and esponsibili y o hei own lea ning p ocess (Bi ne
e al., 2022; Dawson & Gua e, 2010; Mo is, 2019). Howe e , i is essen ial ha s uden s un-
de s and he pu pose and impo ance o he opic being s udied o he ask o be pe o med
90 Sel -Regula ed Lea ning o Voca ional S uden s
4 Resul s
This chap e p esen s he esea ch indings in he o de o he esea ch ques ions ou lined in
he in oduc ion.
4.1 TheDi e en ia iono Voca ionalS uden sBasedonHowThey
E alua edThei SRL
The h ee-clus e model p o ed o be he bes a desc ibing SRL skills in oca ional s uden s.
The clus e s we e as ollows: S uden s wi h 1) di icul ies in o ganisa ion and beha iou , 2)
di icul ies in planning and ime managemen , and 3) good and balanced SRL skills (see
Table 2). Acco ding o he F esul s in Table 2, he clus e s di e mos in e ms o plan ma-
nagemen and o ganisa ion skills.
The i s clus e includes 30% o he s uden s who a e easonably able o manage hei
ime bu expe ienced di icul ies wi h o he SRL skills. Acco dingly, hey ha e he abili y o
p io i ise hei ac i i ies based on ime, bu hey ha e some p oblems wi h plan managemen ,
such as c ea ing s a egies o sol e asks o unde s anding how be e o lea n and do hings.
Howe e , hey ha e mos di icul y in o ganisa ion and beha iou egula ion. The e o e, hey
o ge hings o asks and ind i di icul o keep hei lea ning place clean. Beha iou ally,
hey had p oblems wi h sel -con ol and we e e y impulsi e, la e eg e ing hings hey
had said o done. They di e signi ican ly om s uden s in o he clus e s in e ms o hese
di icul ies (see Table 2). The e o e, his clus e was named s uden s wi h di icul ies in o ga-
nisa ion and beha iou .
Table 2: Clus e s o Voca ional S uden s Based on Thei SRL Skills
Fac o s o
sel - egula ion
M
SD
I Clus e
n= 30%
Di icul ies in
o ganisa ion
and beha iou
II Clus e
n=20%
Di icul ies in
planning and
ime managem
en
III Clus e
n=50%
Good and
balanced SRL
skills
FSig
Plan
managemen M
SD
.27 II&III
.76
1.27 I&III
.82
-.65 I&II
.53 149.57 .001
Time
managemen M
SD
.05
.96
.44 III
1.19
-.20 II
.88 7.72 .001
O ganisa ion M
SD
1.12 II&III
.76
-.75 I&III
.87
-.37 I&II
.49 151.61 .001
Beha iou
egula ion M
SD
.55 II&III
1.34
-.47 I
.91
-.14 I
.57 20.14 .001
No e. A ac o 's nega i e mean indica es ha he s uden s did no expe ience di icul ies in he assessed SRL skills. Con e -
sely, a highe posi i e sco e indica es ha he s uden s expe ienced mo e di icul ies in his skill. The means o he clus e s
show how he clus e s di e a a s a is ical signi icance le el o p < 0.05.

91
Si k
The second clus e con ains 20% o he s uden s, hose who conside ed ha hey had he
mos di icul y in plan managemen . They we e less able o c ea e and manage plans indepen-
den ly, hey we e poo a ime managemen and iden i ying he ac i i ies equi ed o com-
ple e asks, and e alua ing how well hings wen . This SRL di icul y eme ged a a signi ican
le el when compa ed o o he clus e s (see Table 2). They also s uggled wi h ime manage-
men and admi ed doing asks a he las minu e. They had p oblems inishing schoolwo k
on ime and ound i ha d o concen a e on lea ning when ha ing un. Despi e hese di -
icul ies, hey e alua ed hei o ganisa ional skills he highes compa ed o he o he clus e s
and di e signi ican ly on his ac o . They we e he e o e bes a main aining sys ems o
keeping he lea ning space clean and acking hings, ma e ials and asks. In addi ion, hey
had good sel -con ol in egula ing hei beha iou . The e o e, his g oup includes s uden s
wi h balanced beha iou al and o ganisa ional skills and wi h a lack o planning and ime
managemen skills. As a esul , his clus e can be named s uden s wi h di icul ies in planning
and ime managemen skills (see Table 2).
The hi d clus e con ains he emaining 50% o s uden s whose SRL skills we e good and
balanced. They had he bes abili y o c ea e and manage plans o comple e asks and school-
wo k. This mean ha hey knew how o lea n be e and we e able o sol e asks c ea i ely
wi hou clea ins uc ions, and also o e alua e wha hey had achie ed. The e o e, hey di e
signi ican ly om he o he clus e s in e ms o plan managemen skills (see Table 2). They
planned ac i i ies well, no lea ing hings o he las minu e. They had good skills in main ai-
ning sys ems o keep hei lea ning place clean and keep ack o hings, ma e ials and asks.
Like he second clus e , hey also had good sel -con ol in egula ing hei beha iou .
4.2 Associa ionBe weenSRLSkillsandSocio-Demog aphicFac o s
The clus e s o oca ional s uden s o med on he basis o hei SRL skills we e hen com-
pa ed in e ms o hei socio-demog aphic backg ound. This e ealed ha he clus e s did
no di e in e ms o age, gende and ela ionship be ween hei specialis aining and hei
p e ious educa ion. Howe e , s a is ically signi ican di e ences eme ged based on hei p i-
ma y spoken language. The esul s indica ed ha a g ea e numbe o s uden s who spoke
Russian as hei i s language belonged o he i s clus e , whe e hey aced he g ea es
challenges in e ms o o ganisa ion and beha iou egula ion. Con e sely, ewe Russian-
speaking s uden s we e associa ed wi h he hi d clus e (see Table 3).
92 Sel -Regula ed Lea ning o Voca ional S uden s
Table 3: Associa ion Be ween Clus e s and Demog aphic Fac o s
I clus e II clus e III clus e Sum d χ² p
The age o he s uden s
16 o 19 yea s old 35% 17% 48% 100%
4 5.38 .2520 o 24 yea s old 27% 20% 53% 100%
25 yea s and olde 19% 26% 55% 100%
Gende o he s uden s
Female 28% 20% 52% 100% 4 6.08 .19
Male 39% 20% 51% 100%
Fi s language o he s uden s
Es onian 26% 20% 54% 100%
6 19.50 .003Russian 65% 11% 23% 100%
Bo h 34% 33% 33% 100%
Rela ionship be ween specialis aining and p e ious educa ion
Specialis aining based on
compulso y educa ion 32% 18% 50% 100%
2 .83 .66
Specialis aining based on
seconda y educa ion 27% 22% 51% 100%
4.3 Associa ionBe weenSRLSkillsandLea ningDi icul ies,Lea ning
Ac i i ies,FeedbackandMo i a ion
Analysing he associa ion be ween SRL clus e s and lea ning di icul ies, lea ning ac i i ies,
eedback and mo i a ion b ough o h many impo an obse a ions (see Table 4).
Fi s , Table 4 shows ha s uden s who had di icul ies wi h SRL skills also pe cei ed hey
had mo e gene al lea ning di icul ies. This was in con as o s uden s in he hi d clus e ,
who had good SRL skills, and pe cei ed ha ing ewe lea ning di icul ies, and his di e ence
was a a signi ican le el.
Table 4: Associa ion Be ween Clus e s and Lea ning Di icul ies, Lea ning Ac i i ies, Feedback
and Mo i a ion
Va iables M
SD
I
clus e
II
clus e
III
clus e M F Sig
Gene al lea ning di icul ies on a 7-poin scale
Pe cei ed lea ning di icul ies M
SD
3.57III
1.21
3.47III
0.99
2.80I&II
0.89
3.16
1.08 15.95 .001
Lea ning ac i i ies on a 4-poin scale
Va ied collabo a i e lea ning ac i-
i ies M
SD
1.87II
.73
1.57I
.53
1.68
.59
1.72
.63 3.77 .02
Va ied indi idual lea ning ac i i ies M
SD
2.39III
.72
2.21
.58
2.11I
.59
2.22
.64
4.35 .01
93
Si k
Implemen ed eedback p ac ices on a 4-poin scale
I go ma ks o he wo k submi ed M
SD
2.73
.87
2.60
.82
2.64
.89
2.66
.87 .33 .72
I go a pass/ ail esul o he wo k
submi ed M
SD
2.96
.79
2.98
.81
3.08
.69
3.02
.74 .73 .48
I ecei ed pee eedback M
SD
1.51 II
.78
1.19 I
.49
1.46
.68
1.42
.69 3.55 .03
I ecei ed e bal eedback om he
eache on he wo k submi ed M
SD
2.53
.87
2.4
.87
2.60
.81
2.54
.84 1.05 .35
S uden sa is ac ion wi h ecei ed eedback on a 7-poin scale
Teache eedback on lea ning was
su icien M
SD
4.34 III
1.78
3.96 III
2.19
5.41 I&II
1.74
4.81
1.95 13.99 .00
I would ha e liked i i he eache s
had gi en me mo e eedback on my
p og ess in s udying he subjec / opic
M
SD
4.53 III
1.94
4.44 III
2.25
3.19 I&II
1.99
3.84
2.13 12.67 .00
Lea ning mo i a ion on a 6-poin scale
I el I was losing in e es in my
schoolwo k
M
SD 4.25III
1.71
4.17III
1.75
2.52I&II
1.65
3.34
1.88 23.19 .001
I cons an ly doub whe he my
schoolwo k has any meaning
M
SD
3.95III
1.81
3.42III
1.81
1.96I&II
1.36
2.85
1.83 29.41 .001
I used o ha e highe expec a ions o
my schoolwo k han I do now M
SD
4.29III
1.93
3.89III
1.85
2.37I&II
1.66
3.25
1.99 22.63 .001
No e. The clus e means ha e ma ks indica ing how clus e s di e a a s a is ical signi icance le el o p < 0.05.
Rega ding lea ning ac i i ies, i can be seen ha s uden s in he i s clus e expe ienced
a ious indi idual lea ning ac i i ies mo e o en han s uden s in he hi d clus e , and ha
hese clus e s di e om each o he a a signi ican le el. The second clus e o s uden s ex-
pe ienced less a ied collabo a i e lea ning ac i i ies han he s uden s in he i s clus e , and
he clus e s di e om each o he a a signi ican le el. Howe e , he s uden s in he hi d
clus e expe ienced hese a ied collabo a i e lea ning ac i i ies sligh ly less han s uden s in
he i s clus e , bu his di e ence is so small ha i is no signi ican (see Table 4).
The analysis o he eedback p ac ices implemen ed shows ha he s uden s in he di e-
en clus e s expe ienced ela i ely simila ypes o eedback and assessmen . Howe e , he
analysis shows ha s uden s in he hi d clus e we e a bi mo e likely o ecei e e bal eed-
back om he eache , bu his di e ence was no a a signi ican le el. S uden s in he second
clus e expe ienced he leas pee eedback and hose in he i s clus e he mos , and his
di e ence was a a signi ican le el. The analysis o s uden sa is ac ion wi h he su iciency
o eedback ecei ed showed ha s uden s in he hi d clus e we e mos sa is ied ha he
eache 's eedback on hei lea ning was su icien and ha hey did no expec o ecei e
mo e eedback on hei p og ess in s udying he subjec / opic. The e o e, s uden s in he
hi d clus e di e signi ican ly om he o he clus e s in his espec (see Table 4).
94 Sel -Regula ed Lea ning o Voca ional S uden s
The analysis o he associa ion be ween SRL skills and lea ning mo i a ion shows ha s u-
den s who ha e good and balanced SRL skills also ha e highe mo i a ion. Howe e , s uden s
in he o he clus e s who s uggled wi h some SRL skills el hey we e losing in e es and
posi i e expec a ions in hei schoolwo k and had mo e doub s abou whe he hei school-
wo k was meaning ul. This di e ence be ween he hi d and o he clus e s was signi ican
(see Table 4).
5 Discussion
The aim o his a icle was o analyse and desc ibe he di e ences in he SRL skills o oca io-
nal s uden s based on hei sel -e alua ion and he ac o s ela ed o hei SRL. The indings
indica ed ha he s uden s could be di ided in o h ee clus e s. Acco dingly, hal o he oca-
ional s uden s ha comp ised he hi d clus e ha e good and balanced SRL skills, whe eas
he o he s ace ce ain di icul ies. The s udy shows ha 30% o s uden s ( he i s clus e )
s uggled wi h mos o he SRL skills, bu he mos signi ican p oblems o hem we e wi h
o ganisa ion and beha iou egula ion skills. The e o e, hese s uden s need mo e suppo
han o he s in o ganising hemsel es so ha hey do no o ge o do some lea ning asks o
whe e hey ha e le hei hings. They also need clea guidance om eache s o help hem
be e egula e hei beha iou , as well as ins uc ions on how o sol e asks o wha s a egies
o use o lea n be e . Finally, 20% o s uden s ( he second clus e ) epo ed ha ing mos p o-
blems in plan managemen and ime managemen . This means ha hey mos ly need suppo
om eache s in ge ing clea aims, s uc u ed ins uc ions and s a egies/lea ning ac i i ies
o comple e hei asks and lea n be e . In addi ion, hey need mo e help o de elop skills
in analysing he esul s o hei own wo k. In he a ea o ime managemen , hey need mo e
guidance on how o comple e and p esen hei schoolwo k in ime, as well as how o deal
wi h un ac i i ies ha can in e up hei lea ning.
Analysing he clus e s on he basis o socio-demog aphic ac o s e ealed ha he i s
clus e included mo e Russian-speaking s uden s. P e ious s udies ha e no indica ed he
associa ion be ween di icul ies in SRL and he s uden s' p ima y spoken language, which
eme ged in his s udy. O he esea ch, including in e na ional s udies, has highligh ed he
ela ionship be ween s uden age and SRL. Acco dingly, based on he expe iences o oca io-
nal eache s, adolescen s uden s ha e lowe SRL skills, as well as g ea e lea ning di icul ies
(Bold ini e al., 2019; Ei iksdo i & Ros all, 2019; Si k e al., 2016, 2019; an Middelkoop
e al., 2017). Howe e , his esul was no con i med in his s udy. The e o e, s uden s' sel -
e alua ions o hei SRL skills did no ma ch eache s' expe iences. In addi ion, eache s ha e
no ed ha adul lea ne s ha e good lea ning skills and a e able o manage hei own lea ning
di icul ies (Si k e al., 2016, 2019). This s udy e ealed ha SRL skills a e no dependen on
s uden age and ha adul lea ne s may also need suppo in de eloping hei SRL skills.
95
Si k
The esul s o he s udy con i m he indica o s o p e ious esea ch ha s uden s wi h good
SRL skills a e able o cope wi h lea ning di icul ies (K ull, 2018; Zimme man, 2002). The e-
o e, s uden s wi h good and balanced SRL skills pe cei ed much ewe gene al lea ning di -
icul ies han o he s uden s in he i s and second clus e s. Hence, hese indings sugges
ha he lea ning di icul ies o he s uden popula ion s essed by oca ional eache s in p e-
ious s udies (e.g., Bold ini e al., 2019; Ei iksdo i & Ros all, 2019; Si k e al., 2016, 2019;
an Middelkoop e al., 2017) may be indica i e o a p oblem wi h hose s uden s' SRL skills.
Howe e , i has been emphasised ha de elopmen o SRL skills can be suppo ed in
a ious ways (S ai e al., 2019; Zimme man, 2002); o example, h ough di e en lea -
ning ac i i ies (Jossbe ge e al., 2010; an G ins en & Tillema, 2006) and eedback (Ha ie
& Timpe ley, 2007; Ion e al., 2017; Jossbe ge e al., 2010; Pyl äs e al., 2022; Zimme man,
2013). The esul s showed ha s uden s in he second clus e wi h di icul ies in plan and
ime managemen expe ienced he leas a ied collabo a i e lea ning and mo e indi idual
lea ning ac i i ies. In addi ion, hey expe ienced he leas pee eedback and e bal eed-
back om eache s compa ed o he o he s. S uden s in he i s clus e p ac ised simila
indi idual lea ning ac i i ies o he s uden s in he second clus e , bu sligh ly mo e col-
labo a i e lea ning ac i i ies, and hey epo ed sligh di icul ies wi h plan managemen .
Howe e , s uden s in he i s clus e had signi ican ly mo e pee eedback. S uden s in he
hi d clus e expe ienced simila collabo a i e lea ning ac i i ies o hose in he i s clus-
e , and he leas indi idual lea ning ac i i ies, and hey did no ace di icul ies wi h plan
and ime managemen . Mo eo e , hey expe ienced he mos egula e bal eedback om
eache s, bu his di e ence was no a a signi ican le el. A key inding was ha s uden s
who s uggled wi h SRL also el ha eedback on hei lea ning was no su icien and ha
hey would ha e liked eache s o gi e hem mo e eedback on hei p og ess in s udying he
opic. Mo eo e , i has p e iously been s essed ha collabo a i e lea ning has a posi i e im-
pac on SRL and can inc ease belie s in sel -e icacy ( an G ins en & Tillema, 2006), as well
as help by p o iding mo e a ied eedback (Ha ie & Timpe ley, 2007) and esul s in be e
academic achie emen s (Jossbe ge e al., 2010). I can be concluded, based on his s udy's
indings, ha s uden s who ha e di icul ies in plan managemen need o be helped mo e
h ough he implemen a ion o collabo a i e lea ning han indi idual lea ning ac i i ies, and
also p o ided mo e equen ly wi h e bal eedback as well as pee assessmen o suppo
hem in dealing wi h hei sho comings in SRL skills. P e ious s udies ha e also unde lined
ha e bal and subs an i e eedback is mo e e ec i e (Ha ie & Timpe ley, 2007) and ha
s uden s expec his subs an i e eedback mo e han a simple ma k o g ade (de B uijn &
Leeman, 2011). This acco ds wi h his s udy's indings because s uden s who had good SRL
skills say hey also expe ienced mo e e bal eedback om eache s and we e sa is ied wi h
he amoun o eedback hey ecei ed.

96 Sel -Regula ed Lea ning o Voca ional S uden s
P e iously, Zimme man (2002) has indica ed ha SRL skills can signi ican ly impac s uden
mo i a ion and achie emen . This s udy's indings can con i m his, as i e ealed ha s u-
den s wi h good SRL skills had highe mo i a ion o comple ing schoolwo k compa ed o
o he s. Acco dingly, hese s uden s did no lose in e es , a sense o meaning o posi i e ex-
pec a ions when doing schoolwo k and di e ed signi ican ly in his om he o he clus e s.
The da a o his s udy was collec ed a e a pe iod o online lea ning, bu his con ex was
no analysed, as he s udy ocus was on SRL skills gene ally, so his could be a limi a ion o
he s udy. Howe e , o dec ease his limi a ion, he s udy’s indings we e compa ed wi h p e-
ious s udies. In addi ion, his s udy could be eplica ed in he u u e, and mo e e o could
be made o in ol e lea ne s in he s udy. In addi ion, he da a collec ion pe iod should be
ex ended, as he da a in his s udy was only collec ed o e one mon h.
6 Conclusions
In summa y, i eme ged ha s uden s wi h good SRL skills encoun e ewe lea ning di icul-
ies, s udy mo e h ough collabo a i e lea ning ac i i ies, ecei e su icien e bal eedback,
and display g ea e le els o mo i a ion in hei schoolwo k. The e o e, i can be concluded
ha all hese ac o s a e also impo an o he de elopmen o SRL skills, which ha e also
been highligh ed p e iously (e.g., Bi ne e al., 2022; Dawson & Gua e, 2010; de B uijn &
Leeman, 2011; Ion e al., 2017) and can se e o suppo s uden s in becoming sel -di ec ed
lea ne s (Jossbe ge e al., 2010; Pilling-Co mick & Ga ison, 2007), who a e in demand in
he labou ma ke and socie y (Eu opean Commission, 2019).
F om a p ac ical pe spec i e, hese esul s p o ide oca ional eache s wi h knowledge
abou di icul ies wi h SRL skills ha oca ional s uden s may expe ience and ideas on how
eache s can suppo s uden s in his a ea. Howe e , s uden s ha e dissimila gaps o de ici s
in hei SRL skills and o his eason hey also need di e en ia ed suppo . This implies ha
oca ional eache s need o possess app op ia e knowledge o SRL and he skills o suppo
he de elopmen o SRL skills in oca ional s uden s in a di e en ia ed way, alongside speci-
alis aining. So a , o example, s udies o oca ional eache s in Es onia ha e highligh ed
he ac ha lea ning di icul ies in oca ional s uden s ha e been associa ed wi h de icien-
cies in basic educa ion (e.g., no eaching s uden s o lea n) and ew oca ional eache s see
hei ole in suppo ing s uden s wi h hei lea ning di icul ies (Si k e al., 2016, 2019). All
o his sugges s ha mo e a en ion needs o be paid o he na u e o SRL in he aining o
oca ional eache s and he impo ance o ways o de elop i so ha hey a e able o p o ide
app op ia e suppo o hei s uden s.
Al hough hese indings on SRL skills in oca ional s uden s eme ged in he con ex o
Es onian VET, p e ious in e na ional s udies ha e also gene ally unde lined conce ns abou
poo lea ning skills in oca ional s uden s h ough he expe iences o oca ional eache s
97
Si k
and mainly among adolescen s (e.g., Bold ini e al., 2019; de B uijn & Leeman, 2011; Ei iks-
do i & Ros all, 2019; an Middelkoop e al., 2017). Howe e , based on he esul s o his
s udy, i can be said ha he iews o oca ional s uden s and eache s may no coincide,
so ha he ac ual suppo ha s uden s need o de elop SRL skills may be lacking and he
wide unc ion o educa ion o de elop li elong lea ning skills may no ha e been achie ed
(Zimme man, 2002). I is he e o e impo an o explo e SRL skills in oca ional s uden s in-
e na ionally, which would p o ide a mo e in o med basis o ackling lea ning skills issues.
F om a heo e ical pe spec i e, he esul s con ibu ed o he heo y as ollows. Dawson
and Gua e (2010) de eloped an ins umen o s udy SRL skills which S ai e al. (2019) de-
eloped u he and iden i ied SRL skills in i e a eas. In his s udy, a u he s ep was added
whe e K-means clus e analysis was applied building on he p e ious esea ch, and he di e-
en ia ion o s uden s on he basis o SRL skills became clea . P e iously, his ins umen had
been applied mo e in gene al and highe educa ion, bu in his s udy, i was applied o oca-
ional s uden s, which in u n b oadened he applicabili y o he ins umen . I also p o ided
insigh s in o he lea ning ac o s associa ed wi h oca ional s uden s' SRL skills. The e o e,
Dawson and Gua e's (2010) ins umen could be u he used in e na ionally o in es iga e
SRL skills in oca ional s uden s, which in u n would allow in e na ional compa isons o
esul s in he con ex o oca ional educa ion.
Acknowledgemen s
The s udy was suppo ed by he Es onian Minis y o Educa ion and Resea ch G an
RITA2/119 "Expe iences o dis ance lea ning due o an eme gency si ua ion and i s impac
on he Es onian educa ion sys em" (15.05.2020−30.06.2021).
E hicsS a emen 
All e hical aspec s o he esea ch, including he ques ionnai e, we e app o ed by he E hics
Commi ee o Tallinn Uni e si y. The au ho s a es ha e hical p inciples ia in o med con-
sen ha e been implemen ed in his s udy in line wi h he IJRVET e hics s a emen .
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