Matching pedagogy to self-regulated learning types among entrepreneurs: a latent class analysis

Purpose Self-regulated learning (SRL) is essential across fields like education, sports, and healthcare. Although crucial for managing complex business environments, SRL remains under-explored in entrepreneurship and entrepreneurship education (EE). This is surprising, given its potential to help founders navigate the uncertainties of globalization and digitalization. This study aims to identify distinct SRL profiles among entrepreneurs. By elucidating these diverse profiles, this study seeks to deepen the understanding of the various pedagogical approaches required in EE and contribute to a more nuanced understanding of how SRL supports entrepreneurs in effectively navigating challenges in uncertain situations. Design/methodology/approach A global sample of 553 entrepreneurs was surveyed using standardized questionnaires to collect data on SRL skills. A latent class analysis was conducted to identify distinct SRL profiles. The Bayesian Information Criterion indicated the best cluster solution. Findings The analysis identified five SRL profiles among entrepreneurs. The findings reveal a wide spectrum, ranging from individuals with high to low self-regulation, and from entrepreneurs with high scores in the motivational dimensions but limited scores in the cognitive dimensions to those with higher scores in the cognitive dimensions but lower scores in the metacognitive dimensions. Originality/value This research provides a novel contribution to the field of entrepreneurship and EE by introducing profiles of entrepreneurs based on their SRL capabilities. The findings offer valuable insights for educators, policymakers, and practitioners, enabling targeted interventions to enhance SRL and foster entrepreneurial development.