Changes in Self-Regulated Learning Profile During a Peer-Based Intervention in Undergraduate Students

• In Event: AERA Poster Session 3
  In Poster Session: Topics in Higher Education

Abstract

The current study investigates the heterogeneity of the patterns of SRL development among college students using person-centered analyses, particularly within the context of a peer-led academic intervention, Supplemental Instruction (SI). Our results indicate that students in the most desirable profile (competent regulator) remained most stable over time. Students’ SRL in the goal-oriented regulator profile were most malleable in a positive way. In addition, students whose decision to attend the SI sessions was more mastery-oriented tended to fall into more positive transition groups. Further, students whose levels of self-confidence in learning, critical thinking skills, and group work skills increased by attending SI sessions were more likely to become members of more positive transition groups. Theoretical and practical implications are discussed.

Author

• Soojeong Jeong, Utah State University