Final answer:
Darejeh and Singh (2014) found that self-learning is improved by accounting for learner differences, which is crucial for fostering intrinsic motivation and self-regulation in learning environments.
Step-by-step explanation:
Darejeh and Singh (2014) concluded that self-learning is improved by taking learner differences into account. This approach aligns with the principles of intrinsic motivation, which suggest that when students feel a sense of belonging and control over their learning environment, they are more likely to be motivated to learn. For example, Niemiec & Ryan (2009) found that a learning environment that encourages autonomy and provides rationale for learning activities can enhance intrinsic motivation. These principles are vividly demonstrated in the case of Hakim, a law student who experiences contrasting teaching styles in Family Law and Criminal Law. His intrinsic motivation is higher in the Criminal Law course due to the inclusive and respectful class setting, and the opportunity for students to exert influence over their learning activities.
Additionally, Bandura's concept of self-efficacy also plays a critical role in self-learning. It affects how learners approach challenges and which behaviors they choose to imitate, underpinning the importance of personal confidence in one's own abilities during the learning process. Hence, accounting for learner differences is crucial in designing educational experiences that promote self-regulation and intrinsic motivation.