A Self-Regulated Learning Program for Underachieving University Students: Development and Effectiveness

This study aimed to develop and empirically evaluate a self-regulated learning (SRL) program tailored specifically for underachieving university students. Grounded in Zimmerman’s (2000) cyclical SRL model—forethought, performance, and self-reflection—the program incorporated essential strategies, including goal setting, metacognitive planning, time management, and self-monitoring with feedback. Participants were second to fourth-year students at a metropolitan university who had been placed on academic probation in the previous semester. They were divided into an experimental group (n = 8), receiving a six-session SRL program (90 minutes per session), and a control group (n = 8) that received no intervention. Results indicated significant improvements in task value, metacognition, SRL efficacy, and growth mindset among experimental group participants compared to the control group. These results suggest that the program effectively supported participants in recognizing the importance of academic tasks, enhancing their ability to regulate learning processes, increasing their confidence in self-regulated learning, and fostering a belief in their capacity for academic growth. In contrast, no significant differences were observed in emotional and environmental factors such as test anxiety, time and study environment management, and effort regulation, nor in academic achievement (GPA). This suggests that such factors may require longer-term interventions to yield measurable changes. These findings highlight the potential effectiveness of SRL programs in enhancing self-regulation among underachieving students, suggesting practical implications and emphasizing the need for extended interventions and larger samples in future research.