Facilitating Self-Regulated Learning Skills and Achievement With a Strategic Content Learning Approach

Abstract

Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through specific task-related learner activities, these skills may be enhanced. The current study investigated how student performance in an introductory psychology course at a midwestern community college might be impacted by a structured, content-learning approach engaging students in specific academic study skills activities. Results indicated that the intervention group performed significantly better across all three exam events and achieved higher semester course grades. Performance on the learning packet itself was positively correlated with exam performance.