Enhancing Self-Regulated Learning Through an Academic Self-Regulation Program and Mobile App

Abstract

First-generation students face structural barriers and demonstrate lower self-regulated learning (SRL) than continuing-generation peers. SRL is essential for engagement and preparation for occupational therapy practice. This study examined effects of an Academic Self-Regulation (ASR) program, supported by a mobile app, on SRL among first- and continuing-generation health professions students. Mixed methods with a pretest–posttest survey and semi-structured interviews. Using the Self-Regulated Learning Perception Scale (SRLPS), first-generation students (n = 11) scored lower than continuing-generation peers (n = 6) in motivation, planning, and self-directedness at baseline. Among the eight students completing pre/post surveys, large effect sizes (Cohen’s d = 1.41–1.64) indicated improvements across all domains, eliminating group differences. Satisfaction was high (M = 4.21/5). Qualitative data highlighted greater planning, strategic learning, and ownership of learning. Structured SRL instruction with digital tools may enhance academic participation, promote equity, and support professional development in occupational therapy education.

Plain Language Summary

Helping Students Take Charge of Their Learning: A Program to Build Self-Regulated Learning Skills

First-generation students in higher education, those whose parents do not have a bachelor’s degree, often face greater challenges in higher education, such as managing time, staying motivated, and using effective study strategies. In occupational therapy programs, students must balance academic learning with preparation for real-world fieldwork. These demands require strong self-regulated learning (SRL) skills: the ability to plan, use strategies, monitor progress, and reflect on learning.

This study evaluated a 6-week online Academic Self-Regulation (ASR) program for health professions students, designed to teach self-regulated learning (SRL) strategies and supported by a mobile app for out-of-class practice. Seventeen students completed a pre-program survey; eight completed the full program, including a follow-up survey and interview.

Findings showed improvements in SRL across all participants, especially in motivation, planning, and self-direction. First-generation students initially scored lower on SRL measures, but these gaps lessened after completing the program. Students reported feeling more in control of their learning and better able to manage time. The app served as a helpful reminder to reflect, organize, and apply strategies consistently.

Both survey data and interviews highlighted how structured SRL instruction can strengthen academic habits and confidence. By embedding tools like the ASR program in occupational therapy education, institutions can help students, especially those from first-generation backgrounds, develop essential skills for academic and clinical success. Promoting SRL may foster greater equity in learning outcomes and prepare students to become more thoughtful, adaptable, and client-centered occupational therapists.

Keywords

occupational therapy education health professions education academic self-regulation self-regulated learning academic success first-generation student

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