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

Abstract

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, metacognitive, and motivational regulation strategies. The L2L students also showed more adaptive levels of procrastination, 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 implementation of college L2L courses.