University students' self- and co-regulation of learning and processes of understanding: A person-oriented approach

• Three student profiles were identified.
• Profiles differed in self- and co-regulation and process of understanding.
• Self-regulated students did not use the co-regulation of learning.
• Students with self-regulation problems used the co-regulation of learning.

The study used a person-oriented approach to identify different profiles relating to the self- and co-regulation of learning as well as university students' processes of understanding. Altogether 33 participating university students were interviewed. The data were analysed using qualitative inductive and deductive content analysis. Three student profiles were identified: 1) self-regulated students not using co-regulation, 2) actively co-regulating students with average self-regulation skills, and 3) students with self-regulation problems relying on co-regulation. Self-regulated students not using co-regulation showed evidence of excellent self-regulation skills and deep-level processing, whereas actively co-regulating students with average self-regulation skills showed an active use of co-regulation of learning, some problems in self-regulation, and challenges in deep processing. Students with self-regulation problems relying on co-regulation emphasised other students' support when studying, and exhibited surface-level processing. The results imply that by recognising the profiles of university students it is possible to identify those who may be at risk and in need of more support in their studying.