The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study

Abstract

College access programs (CAPs) aim to promote college readiness for adolescents, particularly those who may be the first in their family to go to college. Self-regulated learning is a critical component of college readiness. There is limited information about how self-regulated learning beliefs or intentions influence adolescent engagement in CAPs. Using the theory of planned behavior as a guiding framework, the purpose of this study was to examine direct and indirect effects of adolescent self-regulated learning beliefs (i.e., attitudes, norms, and perceived behavioral control) and intentions on participation in activities offered by a regional, federally funded CAP program (Gaining Early Awareness and Readiness for Undergraduate Programs; GEAR UP). Structural equation modeling was the analytic technique. We found positive relationships between self-regulated learning beliefs (perceived behavioral control), intentions, and GEAR UP participation. Implications and directions for future research on self-regulated learning within the context of CAP initiatives are discussed.

Positive Self-Talk: An Emerging Learning Strategy for Students With Learning Disabilities

“…The future is more promising for those who learn to exhibit self-control and purposeful decision-making (Ellis & Helaire, 2018). Students who demonstrate self-regulation access college and career objectives more readily than those who do not (Ellis & Helaire, 2018).…”

“…The future is more promising for those who learn to exhibit self-control and purposeful decision-making (Ellis & Helaire, 2018). Students who demonstrate self-regulation access college and career objectives more readily than those who do not (Ellis & Helaire, 2018). Not only do the outcomes include increased opportunities for inclusion in the classroom but also increased behavioral skills, relationships, and academic achievement.…”

The Predictive Level of Cognitive and Meta-Cognitive Strategies on Academic Achievement

“…Another assumption is that students have the ability to monitor and manage the characteristics of their own cognition, motivation, behaviour and learning environments. In this sense, those who have a high level of selfregulation skills exhibit better performance in effective goal setting, employing learning strategies, observing and evaluating the progress towards the goal, getting help when needed, displaying more effort and patience for learning, and setting new targets when previous goals are achieved (Ellis & Helaire, 2018). Individuals with self-regulation skills are aware of what their strengths are and what they need to improve their weaknesses along with following individually set goals and the strategies they develop for it.…”

An Analysis of Students in Independent Learning of Analytic Geometry During the COVID-19 Pandemic

“…From these problems and limitations, students should be able to optimize their independence in learning skills. The success of university learning is a goal that students will reach through individual abilities and motivations to self-monitor and control emotions, thoughts, and Actions (Ellis & Helaire, 2018).…”