Improving self-regulated learning and academic engagement: Evaluating a college learning to learn course

被引:25
作者
Wolters, Christopher A. [1 ,3 ]
Iaconelli, Ryan [1 ]
Peri, Josh [2 ]
Hensley, Lauren C. [1 ]
Kim, Minjung [2 ]
机构
[1] Ohio State Univ, Dennis Learning Ctr, Columbus, OH USA
[2] Ohio State Univ, Dept Educ Studies, Columbus, OH USA
[3] Ohio State Univ, 315D Ramseyer,29 W Woodruff Ave, Columbus, OH 43210 USA
关键词
Self-regulated learning; Motivation; Academic engagement; Procrastination; Academic burnout; UNIVERSITY-STUDENTS; PSYCHOLOGICAL ADJUSTMENT; MOTIVATION; BURNOUT; EFFICACY; INTERVENTIONS; PERFORMANCE; SENSE; NEED; PROCRASTINATION;
D O I
10.1016/j.lindif.2023.102282
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
College students in a learning to learn (L2L) course (n = 331) were contrasted with a group of students not enrolled in the course (n = 446) across multiple indicators of their self-regulated learning, behavioral and emotional engagement, and achievement. Using a pretest-posttest design with online self-report surveys, we found that, compared to their peers, students in the L2L course evidenced higher adjusted means at the end of the semester for their self-efficacy for SRL, growth mindset, and use of time management, environmental, meta-cognitive, and motivational regulation strategies. The L2L students also showed more adaptive levels of pro-crastination, classroom engagement, academic burnout, and sense of belonging. All these group differences emerged when controlling for a set of covariates that included students' prior achievement and the equivalent measure at the beginning of the semester. We discuss the implications for further research and for the imple-mentation of college L2L courses.
引用
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页数:12
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