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Why do first-generation college students face greater challenges in self-regulated learning?
Self-regulated learning (SRL), as an important area of self-regulation, is closely related to educational goals. Broadly speaking, self-regulated learning refers to the learning process guided by metacognition, strategic action and learning motivation. Learners who possess self-regulation skills are able to monitor, guide and adjust their own behavior to achieve the goals of knowledge acquisition, skill expansion and self-improvement.
For first-generation college students, however, the process can be especially difficult. According to research, the challenges they face in this area often result in lower self-regulated learning abilities than second-generation college students. While self-regulatory traits such as self-observation and self-evaluation have been shown to catalyze academic success, first-generation college students often lack the support and resources to do so.
Self-regulated learners are able to face challenges with a positive attitude and make effective use of available resources and strategies, but for first-generation students, the process is not as smooth.
The gap between first-generation college students and second-generation college students
Research shows that first-generation college students are significantly less comfortable than their peers using computers and other learning tools and tend to report lower self-regulated learning abilities. These characteristics directly affect their performance in an independent learning environment. In many cases, these students fail to adapt to the university's autonomous learning model and lack the necessary learning strategies, which makes the challenges they face increasingly severe.
The transition from high school to college is a challenge for most students, but it can be a significant obstacle for first-generation students who lack the support and experience of their families.
Effective strategies for self-regulation
In order to improve the self-regulation skills of first-generation college students, many educators are beginning to introduce different learning strategies. For example, group discussion boards are considered an important platform to help students share learning strategies among themselves. And writing techniques, such as personal writing skills, are also considered an undervalued tool that promotes self-regulation. Through the introduction of these strategies, students can find support and adjust their learning styles when experiencing setbacks.
For example, during the outline writing process in business communication courses, students find that the ability to organize content is equally important as the ability to explore content, which has a non-negligible impact on academic achievement.
"Students who learn to self-regulate tend to be more resilient in the face of difficulties and can find ways to solve problems."
Four stages of self-regulated learning
According to research by psychologists, self-regulated learning can be divided into four stages: task perception, goal setting and plan formulation, execution and adaptation. At each stage, first-generation college students need to focus on their own learning strategies and goals. This staged understanding is crucial to their learning effectiveness. However, due to lack of experience, they often face setbacks during the "adaptation" stage and fail to effectively adjust their learning strategies.
In addition, the lack of adaptability causes first-generation students to often exhibit lower self-efficacy when facing academic challenges. This also deprives them of the motivation to continue working hard to a certain extent.
Social cognition and learning performance
Social cognitive theory emphasizes the interaction between individuals, behavior and environment. If first-generation college students can establish positive connections among these three, their ability to self-regulate learning will be greatly enhanced. From teacher feedback to peer support, the impact of these external factors on students’ self-efficacy cannot be underestimated.
Effective learning strategies are critical to developing self-regulation skills, especially during the learning journey of first-generation college students.
Practical application and future prospects
In practical applications, teachers can apply a variety of methods to support students' self-regulated learning processes. From feedback assessments to peer mentoring, these help students stay motivated despite difficulties. Schools should focus on creating a supportive learning environment so that first-generation college students can overcome obstacles and improve their self-regulation skills.
In future educational practice, launching simplified learning tools and platforms for first-generation college students will undoubtedly reduce their anxiety and confusion and promote their learning achievements. Could such measures trigger changes in the overall educational environment that accelerate the academic success of first-generation students?
