The Effects of a Self-Regulated Learning Course on College Students’ Academic Outcomes

• In Event: Roundtable Session 15
  In Roundtable Session: Self-Regulated Learning Among Adult Learners

Abstract

Self-regulated learning (SRL), or “Learning to Learn” (L2L), courses are offered by many postsecondary institutions as student success interventions. This study sought to examine the impact of a L2L course on student outcomes by (a) comparing the grades and retention rates of 98 L2L course takers with those of a matched sample of non-course takers, and (2) exploring students’ SRL engagement over the duration of the course. Results showed that course takers reported significant gains in SRL engagement, although they did not outperform their matched counterparts. Moreover, course takers’ pre-course motivation predicted their end of course motivational and behavioral engagement, controlling for prior achievement and age. Implications for college SRL course curriculum, policy, and future research are discussed.

Authors

• Leah D. Morgan, The Ohio State University

• Shirley L. Yu, The Ohio State University

• Andrea Backscheider Burridge, University of Houston

• Christopher A. Wolters, The Ohio State University