Learning to Learn: A Mixed Methods Study of Students’ Metacognitive and Motivational Changes

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Social, Cultural, and Emotional Foundations of Student Learning and Motivation

Abstract

The present mixed methods study examined a semester-long “learning-to-learn” course designed to support undergraduate students’ metacognition, academic self-efficacy, and sense of belonging. Grounded in reflective practice, the course paired strategy instruction with weekly writing to support learner identity development and academic resilience. Quantitative pre-post surveys revealed modest gains across constructs, while thematic analysis of 136 written reflections illustrated how students navigated academic, social, and emotional challenges. Findings suggest that students internalized course content by reframing failure or challenges, applying metacognitive tools, and constructing adaptive identities. By capturing how learners made meaning of their course engagement and broader experiences, this study offers insights on the role of reflective pedagogy in developing self-regulated learners and advancing identity-affirming educational practices.

Authors

• Ethan Kennedy, Lehigh University

• Allison Zengilowski, Lehigh University

• Brendan Alexander Schuetze, University of Utah