For the purpose of examining a tool to enable students in higher education to systematically reflect on their own self-regulation, a modified version of the Martinez-Pons Scale of Self-Regulation was used in a cohort study of 75 first-year undergraduate students in a Scottish University. Statistical analyses of the data revealed that, consequent to the intervention, participants reported greater use of self-regulatory behaviour. The reported change is explored through the lenses of expertise, pedagogy and personal epistemology. While this study cannot explain the detail of this reported change, its purpose was nevertheless met insofar as a structured self-recording instrument, to focus and inform students on the nature and effectiveness of their current learning behaviour, could be a useful and readily-available pedagogic tool for higher education tutors who wish some support in their practice.