Fostering Student Autonomy and Self-Regulation: Insights from Cognitivist and Constructivist Perspectives

Authors

  • Zainab Ishtiaq

    Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan 71800, Malaysia
  • Hailing Xie

    Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan 71800, Malaysia
  • Dalal Shafi. Al-Attabi

    Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan 71800, Malaysia
  • Aizhen Gan

    Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan 71800, Malaysia
  • Phawani Vijayaratnam

    Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan 71800, Malaysia
  • Shalini Permal

    Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan 71800, Malaysia
  • Subathra Chelladurai

    UG & Research Department of Commerce, Pioneer Kumaraswamy College, Nagercoil 629001, India
  • Shaghayegh Shirzad

    Eiman Narimani Marketing Management Co. L. L.C., Dubai 1971, UAE

DOI:

https://doi.org/10.30564/fls.v7i9.9467
Received: 12 April 2025 | Revised: 27 April 2025 | Accepted: 27 May 2025 | Published Online: 5 September 2025

Abstract

The educational landscape is continuously evolving, prompting ongoing discussions among educators and psychologists about effective knowledge acquisition methods. Cognitivism and Constructivism are two educational theories that play a significant role in understanding learning dimensions. Although these theories have been widely studied, their practical use in classroom settings to support student autonomy and self-regulation has been explored less thoroughly. This study explores the application of cognitivist and constructivist approaches in the teaching-learning process and their implications for independent learning. The study identifies crucial elements of self-regulation, such as goal-setting, self-monitoring, and reflection. It further explores their implications for instructional methods by examining empirical research and theoretical frameworks. Using a qualitative research method, this study utilized purposive sampling to collect data from a total of 20 participants from Pakistan, Oman, and China, selected from among university students, ensuring diversity in background, gender, education level, and majors. The thematic analysis produced key themes including individual differences in memorization and goal-setting, study habits, support mechanisms, and effectiveness of teaching methods. The discussion highlights the significance of cognitivist and constructivist approaches in developing and promoting student autonomy and self-regulation in the learning process, offering valuable knowledge to the broader study of enhancing student engagement and performance, ultimately contributing to the UN’s SDG4, that is, to improve quality education for all.

Keywords:

Autonomy; Self-regulation; Motivation; Learner Engagement; Information Retention

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How to Cite

Ishtiaq, Z., Xie, H., Al-Attabi, D. S., Gan, A., Vijayaratnam, P., Permal, S., Chelladurai, S., & Shirzad, S. (2025). Fostering Student Autonomy and Self-Regulation: Insights from Cognitivist and Constructivist Perspectives. Forum for Linguistic Studies, 7(9), 372–383. https://doi.org/10.30564/fls.v7i9.9467

Issue

Vol. 7 , Iss. 9 (September 2025): In progress

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Article

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Copyright © 2025 Zainab Ishtiaq, Hailing Xie, Dalal Shafi. Al-Attabi, Aizhen Gan, Phawani Vijayaratnam, Shalini Permal, Subathra Chelladurai, Shaghayegh Shirzad

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.