When students´ self regulation of learning in peer group encounters novel knowledge at university

Collaborating the perspectives of socialization and self regulation of learning in peer group, the research examines the practical mechanism of students´ self regulation in learning at university. Individuals´ self regulation in learning and the influence from the ambient of peer group were explored through the lens of regulation in different aspects of individuals´ metacognition, which are monitoring and self-regulation. Based on specific background of course learning, representing students´ transacting from pre-tertiary courses to professional degree courses, the findings of research showed that deficiency in knowledge at level of metacognition limited students´ abilities of self regulation in learning when facing with novel and high level knowledge. It might be the blind spot of present higher education and its impaction might be extending and sprawling.