The aim of the present empirical study was to explore students’
self-regulated learning behaviours in vocational education and training
and to describe the micro processes associated with planning, monitoring
and evaluating during practical learning tasks. The 18 participants
were well-performing students from upper secondary vocational education.
We collected data from observations, interviews and self-reports to
gain detailed insights into students’ behaviours and thoughts during
practical task performance. The results reveal that most of the students
planned their time and resources, but did not develop elaborate plans
to regulate their learning behaviours. They monitored their work
carefully and adjusted when necessary. When evaluating, students
focussed more on work outcomes than learning processes. The results also
showed that the students’ actual behaviours corresponded with
self-reports on internal regulation, with three students overestimating
their internal regulation. This study sheds light on an underexplored
context and population regarding self-regulated learning. Though the
well-performing vocational students engaged in self-regulation, their
self-regulating behaviours were led by a combination of hands-on
activities and evolving work outcomes. Thus, it was the emerging
performance and experiences that triggered their learning. Although
self-regulated learning behaviours in vocational education and training
were present, we conclude that instructional support needs to be
developed and empirically tested to actively facilitate and foster
vocational students’ learning by doing and reflection.