Optimizing Possibilities for Diverse College Student Populations: Exploring Differential Impacts of a Self-Regulated Learning Course

• In Event: Poster Session 10
  In Poster Session: Student Learning and Development in Higher Education Poster Session

Abstract

Arguably, higher education is a necessity for upward social mobility. Yet, college success of first generation college students (FGCS) has not kept pace with college access (NCES, 2013). Because many students’ struggles can be traced to deficits in self-regulated learning (SRL) processes (e.g., Bembenutty, Cleary, & Kitsantas, 2013), this study explores the impact of a required SRL course on students’ Learning and Study Strategy Inventory (LASSI) scores. Pretest and posttest LASSI scores from 830 undergraduates enrolled at a large, demographically diverse public research university (2012-2015) were examined using hierarchical linear modeling. Overall results show that the course is an effective contributor to students’ self-regulation development. Additional analyses explore complex differences associated with FGCS status, timing of enrollment, and transfer status.

Authors

• Janeen Antonelli, University of Houston

• Sara Jolly Jones, University of Houston

• Andrea Backscheider Burridge, Houston Community College

• Caroline Bena Kuno, University of Houston