Program to Promote Self-Regulated Learning in Higher Education Freshmen Students

Abstract The objective of this study was to assess the efficacy of part of a program aimed at promoting self-regulation learning in higher education. Participants included 26 freshmen with mean age 20.65 (SD=3.35), from several undergraduate courses in a public university. The program was a non-mandatory activity organized in six 90-minute meetings. Self-report measures were applied in the pre and post test in order to compare the dependent variables, which were: knowledge about learning strategies, self-regulation learning strategies, perceived instrumentality, self-efficacy to self-regulate and self-efficacy for higher education. Data from pre and post tests indicate that the results are favorable in the post test for the variables knowledge about learning strategies, self-regulation learning strategies, and self-efficacy to self-regulate. These results suggest that self-regulated learning by freshmen may be increased by the program named “Letters from Gervásio to his navel”.

摘要 本研究旨在评估一项面向高等教育群体、旨在促进自主调节学习（self-regulation learning）的项目的部分环节的实施效果。研究参与者为某公立大学多个本科专业的26名大一新生，平均年龄20.65岁（标准差SD=3.35）。该项目为非强制性活动，共开展6次时长90分钟的活动。研究采用自我报告测量工具开展前测与后测，以对比以下因变量：学习策略知识、自主调节学习策略、感知工具性、自主调节自我效能感以及高等教育自我效能感。前测与后测的数据结果显示，在后测中，学习策略知识、自主调节学习策略以及自主调节自我效能感这三个变量的得分表现更为优异。上述结果表明，名为"Letters from Gervásio to his navel"的项目可有效提升大一新生的自主调节学习能力。