RUME 28
2026
Alexandria, Virginia
Can Self-Regulated Learning Practices Shift Without Intervention? An Exploratory Study of Calculus I and II Students
Page: 368
This study examines changes in self-regulated learning (SRL) skills among undergraduate Calculus I and II students, without explicit interventions. Using pre- and post-surveys aligned with Zimmerman’s SRL model, we identified both improvement and decline across items assessing various SRL practices. Calculus II students showed significant improvements in planning, self-control, and information management, which appear to be supported by student maturity, conceptual course content, and collaborative instruction. In contrast, Calculus I students exhibited a decline in performance-phase strategies, reflecting challenges from large lectures, formulaic content, and first-year adjustment. The researchers’ hypotheses on potential reasons for the observed results were corroborated by the course instructor and teaching assistants. However, more research is needed to understand these patterns and their underlying causes. Our findings suggest that while some SRL skills may develop naturally in more advanced contexts, first-year students may require targeted support to become more effective learners.