EVALUATING THE CAPACITY TO SELF-REGULATE AMONG OPEN AND DISTANCE LEARNERS: A NEUROSCIENCE-INFORMED LENS

Abstract

Open and Distance Learning (ODL) settings place significant demands on learners’ capacity for self-regulation as they navigate stress and competing responsibilities.  This study adopts a neuroscience-informed lens to examine self-regulation as a dynamic interplay of cognitive, emotional, and bodily processes, emphasizing learner’s ability to shift from states of stress and overwhelm to calm, focused and active engagement. A total of 28 adult learners from Open University Malaysia participated in a 10-week online training program, The Science of Safety for Self-Regulation, followed by the administration of a Self-Regulation Capacity Survey. The survey measured participants’ perceived ability to consistently regulate themselves during stressful moments across three interrelated domains: awareness, body-based practices, and mind-based practices.

Findings indicated moderate self-regulation capacity in the awareness and body-based practices, with specific challenges in dual awareness, particularly, maintaining regulation when past emotional patterns were triggered, and with using body-based practices for stress recovery. The mind-based practices received the lowest ratings, suggesting difficulties in consistently engaging self-compassion and psychological flexibility during stressful situations. These outcomes highlight the importance of an integrative framework, reinforced by the consistent practice of corrective experiences to counter maladaptive behaviors. Accordingly, this study recommends for ODL institutions to incorporate neuroscience-informed practices into curricula or learner support services to enhance academic engagement and persistence.