Implementing Self-Regulated Learning to Improve Academic Self-Efficacy and Learning Persistence

This article presents the design and results of a workshop for first-year college students based on a conceptual framework that teaching self-regulated learning practices would lead to greater academic self-efficacy and success for students. Twenty-eight undergraduate students attended this voluntary workshop. Pre- and post-workshop surveys were used to explore correlations between students' self-regulated learning and academic self-efficacy. Student journals and focus groups explored influences of self-regulated learning strategies on students' perceived academic self-efficacy. Longitudinal data provided evidence that 27 of 28 student participants earned degrees, and some entered graduate programs. Results suggest that developing and implementing self-regulated learning strategies may improve a student's academic self-efficacy, which in turn may facilitate academic momentum through a continuous feedback loop that, once established, can lead to academic persistence. These findings may have important implications for those interested in creating opportunities to increase student retention, improve academic success for students, and facilitate lifelong learning.