Construction of a Self-Regulated Learning Process Model for Programming Problem-Solving

Abstract

With the popularization of computer education, programming ability has gradually become an important learning literacy in the information age. However, in actual learning, students often encounter difficulties in task comprehension, insufficient strategic planning, and low debugging efficiency when solving programming problems. The theory of self-regulated learning provides an important theoretical perspective for understanding how learners actively plan, monitor, and reflect on their learning processes.Based on self-regulated learning theory, this paper systematically analyzes the dimensions and processes of self-regulated learning in programming problem-solving through literature analysis and theoretical integration. On this basis, combining the general problem-solving model and the domain characteristics of programming tasks, a self-regulated learning process model for programming problem-solving is constructed, which includes five stages: problem understanding, problem decomposition, coding and debugging, reflection and summarization, and consolidation and improvement.This model reveals the self-regulating mechanisms of learners in programming problem-solving from four dimensions: cognition, metacognition, behavior, and motivation, providing a theoretical basis for programming teaching design and the development of intelligent learning systems.

Keywords: Programming Education;Self-Regulated Learning;Problem Solving;Learning Process Model

DOI: 10.7176/JEP/17-3-02

Publication date: March 28^th 2026