Improving College Students' Self-Regulated Learning: Evaluating the Impact of a Learning to Learn Course

• In Event: College Students: Motivational Considerations and Factors

Abstract

Self-regulated learning (SRL) occurs when students take an active role in managing their own academic engagement. Based on the assumption that many aspects of SRL are malleable, learning-to-learn (L2L) courses have been developed as an intervention to improve college students’ academic success. Our goal was to evaluate whether undergraduates who completed an L2L course showed evidence of improved SRL, well-being and academic performance compared to a group of peers not enrolled in the L2L course. Based on a self-report survey administered both early and late in the semester, L2L students exhibited greater improvement with regard to several key indicators of SRL. We discuss the implications of findings for theoretical models of SRL as well as practitioners and policymakers.

Authors

• Christopher A. Wolters, The Ohio State University

• Ryan Iaconelli, National Center for Education Statistics

• Joshua Peri, The Ohio State University - Columbus

• Lauren C. Hensley, The Ohio State University

• Minjung Kim, The Ohio State University