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Using triangulation methods and qualitative analysis, it identifies that adolescents with learning difficulties rely mainly on cognitive rehearsal strategies, while organisational and elaboration strategies appear only with available social resources. Metacognitive planning, assessment, and self-regulation are not fully developed, and several cases show defensive pessimism and learned helplessness. Home environments provide support and help shape suitable self-encouragement and self-reward strategies, while teachers do not consistently recognize strengths and performance factors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-self-regulated-learning-of-younger-adolescents-with-and-without-learning-difficulties-a-comparative-multiple-case-study/598123/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-self-regulated-learning-of-younger-adolescents-with-and-without-learning-difficulties-a-comparative-multiple-case-study/598123.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning differences does the study compare in self-regulated learning?","Question",{"text":112,"@type":113},"The study compares younger adolescents with learning difficulties against a younger adolescent without learning difficulties, focusing on how each group approaches learning and regulation strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which strategies do adolescents with learning difficulties mainly use?",{"text":117,"@type":113},"They mainly use cognitive rehearsal strategies. Organisational and elaboration strategies are used only with aid from available social resources.",{"name":119,"@type":110,"acceptedAnswer":120},"How developed are metacognitive strategies for planning, assessment, and self-regulation?",{"text":121,"@type":113},"Metacognitive strategies for planning, assessment, and self-regulation are not yet fully developed among participants with learning difficulties.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598123,1792172083,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","doi: 10.26529/cepsj.42  \nThe Self-Regulated Learning of Younger Adolescents with and without Learning Difficulties – A Comparative Multiple Case Study  \nTanja Černe1 and Mojca Juriševič2  \n• Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable selfencouragement and self-rewarding strategies through perceptions oftheir own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches.  \nKeywords: self-regulated learning, younger adolescents with learning difficulties, comparative multiple case study  \n1 *Corresponding Author. Counselling Centre for Children, Adolescents and Parents Ljubljana, Slovenia; [tanja.cerne@scoms-lj.si](tanja.cerne@scoms-lj.si).  \n2 University of Ljubljana, Faculty of Education, Slovenia.  \n10 the self-regulated learning of younger adolescents with and without learning    \nUčna samoregulacija mlajših mladostnikov z učnimitežavami in brez njih  \nTanja Černe in Mojca Juriševič  \n• Dobro razvita učna samoregulacija je ključna za doseganje izobrazbenihciljev in osebni napredek učencev. Ta je pri mladostnikih z učnimitežavami zaradi nevropsiholoških in nevrofizioloških vzrokov ter zaradipomembnih razlik med vlaganjem truda v učenje ter učnimi dosežki pogosto težje dosegljiva. V primerjalni multipli študiji primera smoraziskali učno samoregulacijo pri treh mlajših mladostnikih z učnimitežavami in pri enem mlajšem mladostniku brez učnih težav. Kvalitativna analiza na osnovi triangulacije metod in virov podatkov je pokazala, da mladostniki z učnimi težavami pri svojem učenju uporabljajopretežno kognitivne strategije ponavljanja, organizacijske in elaboracijske strategije pa le s pomočjo uporabe socialnih virov. Metakognitivnih strategij načrtovanja, spremljanja in uravnavanja lastnega učenja še niso povsem razvili. Dva mladostnika z učnimi težavami sta kazalaveč znakov defenzivnega pesimizma in naučene nemoči. Mladostniki, udeleženi v raziskavi, so imeli podporo in pomoč domačega okolja; prek zaznave lastne uspešnosti so v okviru interesnih dejavnosti razviliustrezne motivacijske strategije samopotrjevanja, samospodbujanja insamonagrajevanja. Sodelujoči učitelji niso povsem zaznavali močnih področij in dejavnikov uspešnosti mladostnikov z učnimi težavami ter brez njih. Pridobljeni raziskovalni izsledki lahko prispevajo k oblikovanju učinkovitejših specia","cbCaiv8cfg55OPsk","https://ap.wps.com/l/cbCaiv8cfg55OPsk","pdf",181097,"English","# Introduction\n# Literature review\n## Theoretical definitions of self-regulated learning\n# Comparative multiple case study\n## Participants and research approach\n## Findings on cognitive and metacognitive strategies","[{\"question\":\"What learning differences does the study compare in self-regulated learning?\",\"answer\":\"The study compares younger adolescents with learning difficulties against a younger adolescent without learning difficulties, focusing on how each group approaches learning and regulation strategies.\"},{\"question\":\"Which strategies do adolescents with learning difficulties mainly use?\",\"answer\":\"They mainly use cognitive rehearsal strategies. Organisational and elaboration strategies are used only with aid from available social resources.\"},{\"question\":\"How developed are metacognitive strategies for planning, assessment, and self-regulation?\",\"answer\":\"Metacognitive strategies for planning, assessment, and self-regulation are not yet fully developed among participants with learning difficulties.\"}]","The Self-Regulated Learning of Younger Adolescents with and without Learning Difficulties - A Comparative Multiple Case Study | PDF",1792086330]