Self-regulated Learning as a Foundational Principle for a Successful Strategy in Teaching Educational Research Methods to Doctor of Philosophy Students

A challenge for all disciplines in graduate education is finding successful strategies to actively engage students in becoming proficient in authentic research practices. A contributing factor is the degree of self-regulatedness. This study investigated self-regulated learning principles, how they are used to teach research methods to doctoral students at a Research Extensive university, and specific ways doctoral students became independent researchers.