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

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.