Micro-Learning Habits and Academic Self-Regulation among Junior High School Learners
DOI:
https://doi.org/10.5281/zenodo.21425610Keywords:
academic self-regulation, junior high school learners, micro-learning habits, retrieval practice, self-monitoring, study routinesAbstract
This study investigated how micro-learning habits were associated with academic self-regulation among junior high school learners at Isabela National High School. An explanatory-predictive cross-sectional design was employed, and participants were selected through proportionate stratified random sampling across Grades 7 to 10. Data were gathered using a validated questionnaire that measured regularity of short study sessions, task segmentation, brief review and retrieval practice, focused use of digital learning resources, reflection and follow-through, and key dimensions of academic self-regulation. The instrument demonstrated strong content validity and high internal consistency. Descriptive statistics and partial least squares structural equation modeling were used to analyze the data. Findings showed that learners displayed moderate levels of micro-learning habits and academic self-regulation. Focused use of digital learning resources and help-seeking received the highest ratings, while reflection and follow-through, self-evaluation, and time and effort management emerged as weaker areas. Micro-learning habits significantly predicted academic self-regulation, with a path coefficient of 0.648 and an explained variance of 42.0 percent. Brief review and retrieval practice, together with regular short study sessions, showed the greatest predictive importance. The results indicated that brief, purposeful, and repeated learning activities could support stronger planning, monitoring, effort management, and self-evaluation among learners. Schools are encouraged to integrate structured micro-learning routines that include active recall, immediate feedback, task breakdown, and reflection to strengthen independent learning behavior.
Downloads
References
Arnesen, K. T., Graham, C. R., & Leary, H. (2024). Examining the self-regulation abilities of students enrolled in an online secondary charter school. Journal of Online Learning Research, 10(3), 315–339. https://doi.org/10.70725/548592knjcmd
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8
Fiorella, L. (2020). The science of habit and its implications for student learning and well-being. Educational Psychology Review, 32(3), 603–625. https://doi.org/10.1007/s10648-020-09525-1
García-Ros, R., Pérez-González, F., Tomás, J. M., & Sancho, P. (2023). Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. Current Psychology, 42(30), 26602–26616. https://doi.org/10.1007/s12144-022-03759-8
Hair, J. F., Jr., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage.
Hauff, S., Richter, N. F., Sarstedt, M., & Ringle, C. M. (2024). Importance and performance in PLS-SEM and NCA: Introducing the combined importance-performance map analysis (cIPMA). Journal of Retailing and Consumer Services, 78, Article 103723. https://doi.org/10.1016/j.jretconser.2024.103723
Karlen, Y., Hirt, C. N., Liska, A., & Stebner, F. (2021). Mindsets and self-concepts about self-regulated learning: Their relationships with emotions, strategy knowledge, and academic achievement. Frontiers in Psychology, 12, Article 661142. https://doi.org/10.3389/fpsyg.2021.661142
Monib, W. K., Qazi, A., & Apong, R. A. (2025). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, 11(2), Article e41413. https://doi.org/10.1016/j.heliyon.2024.e41413
Nikou, S. A., & Economides, A. A. (2018). Mobile-based micro-learning and assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269–278. https://doi.org/10.1111/jcal.12240
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
Rof, A., Bikfalvi, A., & Marques, P. (2024). Exploring learner satisfaction and the effectiveness of microlearning in higher education. The Internet and Higher Education, 62, Article 100952. https://doi.org/10.1016/j.iheduc.2024.100952
Sáez-Delgado, F., Mella-Norambuena, J., López-Angulo, Y., Sáez, Y., & León-Ron, V. (2023). Invariant and suboptimal trajectories of self-regulated learning during secondary school: Implications focused on quality in higher education. Frontiers in Psychology, 14, Article 1235846. https://doi.org/10.3389/fpsyg.2023.1235846
Silva, E. S., da Costa, W. P., de Lima, J. C., & Ferreira, J. C. (2025). Contribution of microlearning in basic education: A systematic review. Education Sciences, 15(3), Article 302. https://doi.org/10.3390/educsci15030302
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, Article 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Wood, W., & Rünger, D. (2016). Psychology of habit. Annual Review of Psychology, 67, 289–314. https://doi.org/10.1146/annurev-psych-122414-033417
Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, Article 100510. https://doi.org/10.1016/j.edurev.2023.100510
Zheng, C., Liang, J. C., Chai, C. S., Chen, X., & Liu, H. (2023). Comparing high school students’ online self-regulation and engagement in English language learning. System, 115, Article 103037. https://doi.org/10.1016/j.system.2023.103037
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
