Knowledge and Application of Undergraduates’ Self-Regulated Learning at a Historically Black University

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

Abstract

This paper aims to better understand the self-regulated learning and study habits of undergraduates at a Historically Black University (HBCU). Over a two-year period, pre- and post-surveys were conducted within an Educational Psychology course to capture the participants’ knowledge and use of self-regulated learning tools and techniques over time. The results indicate that the undergraduate participants’ metacognitive learning strategies improved, and there was a shift toward intrinsic learning goals over the course of the semester.

Authors

• Lynnette K. Mawhinney, The College of New Jersey

• Tabitha Dell'Angelo, The College of New Jersey