Guiding College Students To Develop Academic Self-Regulatory Skills

Abstract

This study aimed to explore the efficaciousness of a guiding model for Taiwanese college students employed to develop their academic self-regulatory skills. Twenty-eight undergraduates in a university in southern Taiwan were recruited as participants. The participants received training on the proposed guiding model and were asked to take their own academic self-regulatory actions, after which they submitted their action reports and subsequently partook in an individual interview. Content analyses of the action reports and interviews showed that the students were able to follow the steps of the model to guide their self-regulatory actions in various learning situations. Most of the students benefited more or less from their self-regulatory actions. Meanwhile, the students provided their opinions about the improvements derived from the guiding model and its training. Based upon the results, suggestions were provided for model revision and training.