I describe how a computerized gradebook that allowed students to check their grades was evaluated for its potential to help students become self-regulated learners. Students tended to be consistent in their checking behavior, and this checking behavior was unrelated to personality differences. Compared to their peers, students who checked their grades often were more motivated to succeed and more successful in the course—just as is expected of self-regulated learners. The computerized gradebook is discussed as a useful tool for instructors seeking to increase students' self-regulation.
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