Exploring self-regulated learning and achievement goal orientation in Generation Z through “Study with Me”

The objective of this study was to examine the differences in self-regulated learning and achievement goal orientation between Generation Z learners who engage in the Study with Me approach and those who do not. A total of 519 learners from Korea participated in the online survey, which included 320 "Study with Me" learners and 199 "Non-Study with Me" learners. Latent mean analysis was conducted to compare the two groups. The findings revealed that females were more inclined to use Study with Me for learning than males. There were also differences in distribution by age and education level. Study with Me learners exhibited higher scores in environment structuring in self-regulated learning, which indicates a greater focus on creating an organized study environment. Moreover, Study with Me learners demonstrated higher levels of performance approach goals compared to Non-Study with Me learners. These results suggest that Study with Me learners possess distinct characteristics in terms of self-regulated learning and achievement goal orientation. The implications of these findings include the potential for designing customized learning strategies and support services to enhance the learning outcomes of Generation Z.