#FirstGenScholarship Saturday

“Taking This Course Triggered a Change in Me”: First-Generation Students’ Reported Outcomes From a Self-Regulated Learning Course

This qualitative case study explored first-generation students’ self-reported outcomes from participating in a self-regulated learning course. Self-regulated learning is the process of planning, implementing, and evaluating one’s learning skills and strategies in the affective, behavioral, and cognitive domains. I analyzed four semesters’ worth of written coursework from 46 students, resulting in four key themes: increasing metacognition, adopting and practicing effective academic skills, shifting mind-set and self-talk, and defining personally meaningful success. The results suggest first-generation students may benefit from asset-based, proactive academic success interventions that address both cognitive and non-cognitive skills. Practical strategies for teaching are addressed.