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ERIC Number: EJ1095724
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1542-3077
A Qualitative Analysis of the Self-Regulated Learning of First-Semester College Students
Toms, Marcia
Journal of The First-Year Experience & Students in Transition, v28 n1 p71-87 2016
Self-regulated learning (SRL) plays a key role in student's academic achievement. This study used a social cognitive lens and qualitative methods to discover and describe the SRL of a group of eight students during their first semester in college. Each participant was interviewed four times at strategic points between August and December 2012. In addition, participants consented to sharing their fall GPA and spring enrollment status. Evidence of SRL was limited, but peers and instructors played key roles in the participants' behaviors. In general, students with the most SRL earned the highest grades; accurate self-assessment of learning was the most distinguishing feature. From these finding, implications for advisors and faculty are discussed.
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A