Who Benefits From Learning-to-Learn Courses? Comparing Self-Regulated Learning in First-Generation and Continuing-Generation College Students

• In Event: Identifying, Developing, and Sustaining Learning Environments

Abstract

First-generation college students (FGCS) tend to be academically underprepared for college, resulting in lower performance and graduation rates. Interventions to increase self-regulated learning (SRL), such as learning-to-learn (L2L) courses, tend to improve students’ SRL skills and academic performance. However, the underpreparedness of FGCS may impact the effectiveness of these interventions. The goal of this study was to examine the effectiveness of SRL interventions for FGCS, compared to CGCS. Based on a self-report survey administered both early and late in the semester, no differences were found between the SRL of FGCS and CGCS, with similar improvement in SRL reported after the intervention. We discuss the implications of findings for designers of interventions to improve SRL and, ultimately academic success, for FGCS.

Authors

• Jacqueline von Spiegel, The Ohio State University

• Andrew Perry, The Ohio State University - Columbus

• August Masonheimer, The Ohio State University - Columbus

• Christopher A. Wolters, The Ohio State University