Effectiveness of a Self-Administered Strategic Resource-Use Intervention During and Out of COVID-19

• In Event: Assessing Self- and Motivational Regulation During Learning: The Impact of Context on Learning and Well-Being

Abstract

Drastic changes to educational environments during the COVID-19 pandemic brought concerns about self-regulated learning to the fore. At the same time, these changes created an opportunity to study heterogeneity in the real-world effectiveness of a self-regulation intervention under both normal and pandemic-affected semesters. The intervention was made available to 53,389 university students across 76 classes and 9 semesters. Results indicated that the intervention positively impacted exam performance, and notably, that its effectiveness was even more pronounced during the pandemic. In line with recent calls to examine where, when, and for whom effects can be expected, this study contributes to understanding the effects of a self-regulation intervention and to how researchers may support students’ self-regulation when it is needed most.

Authors

• Luke D. Rutten, University of Texas at Austin

• Desmond C. Ong, University of Texas at Austin

• Patricia Chen, University of Texas at Austin