AUTONOMOUS LEARNING: WHY STUDENTS FAIL TO STUDY INDEPENDENTLY
Article Sidebar
Main Article Content
Abstract
Learning to study on your own is supposed to be a key
part of today’s university experience. But research shows that many
students struggle to actually learn independently—often feeling lost,
unsupported, or unsure of what real autonomy means. In this article, we
bring together recent studies to explore the real reasons why so many
students find it hard to manage their own learning. We look at the
systems, psychology, and teaching methods that can get in the way, and
highlight three major barriers: not enough support during big
educational transitions, gaps in key study and thinking skills, and the
impact of university culture and student wellbeing. Many universities
assume students are naturally ready to learn on their own, but evidence
shows this just is not true. Instead, becoming an independent learner is
something that has to be taught, practiced, and supported—especially for
students from different backgrounds. We end with practical, researchbacked ideas for how institutions can better support students, focusing
on clear guidance, gradual independence, and understanding the links
between autonomy and mental health.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
References
1. Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education. Education Sciences, 14(3), 285. MDPI. (2024)
2. The effects of self-regulated learning strategies on academic procrastination and academic success among college EFL students in China. Frontiers in Psychology, 16, 1562980. (2025)
3. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
4. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
5. Chen, L., & Saharuddin, N. (2024). Exploring university students' self-directed learning in online learning. International Journal of Online Pedagogy and Course Design, 14(1), 1-17. IGI Global.
6. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94. https://doi.org/10.1037/0033- 2909.133.1.65
7. Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
8. Grayson, J. P., et al. (2019). Study finds more than half of university students feel they need better basic skills to succeed. York University News. (Survey of 2,230 students across four Ontario universities)