Effects of a Self-Regulated Learning Course on the Academic Performance and Graduation Rate of College Students in an Academic Support Program

The purpose of this study was to determine the effects of completion of a self-regulated learning course on long-term academic outcomes of undergraduate students from a university program to support underprepared undergraduate students. These students were compared to a group of students from the same program who were carefully selected to be similar in terms of number of prior academic credits, prior cumulative GPA, gender, and number of transfer credits. Students who took the course had significantly higher cumulative GPAs four semesters afterwards, significantly higher odds of graduation, and significantly lower odds of receiving one or more F grades in subsequent semesters. Course structure and other factors deemed central to the success of this course were identified.