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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Self-regulated learning in STEM: non-academics matter.

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This summary is machine-generated.

First-year life science students face non-academic challenges impacting Self-Regulated Learning (SRL). Addressing these early is crucial for student success and engagement in introductory biology courses.

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Area of Science:

  • Higher Education
  • Student Affairs
  • Educational Psychology

Background:

  • First-year life science students' transition to college involves academic and personal challenges.
  • Existing Self-Regulated Learning (SRL) theories may not fully encompass the non-academic factors influencing student success.
  • Understanding these factors is vital for developing effective student support systems.

Purpose of the Study:

  • To examine the self-reflections of first-year life science students in introductory biology.
  • To identify non-academic themes in student reflections and their relationship to Self-Regulated Learning (SRL) theory.
  • To inform interventions supporting student adjustment and academic engagement.

Main Methods:

  • Abductive analysis of written reflections from 390 first-year life science students.
  • Identification of recurring non-academic themes impacting students across three institution types.
  • Exploration of the alignment between student-reported challenges and SRL theory.

Main Results:

  • Recurring non-academic challenges include academic/social difficulties, living arrangements, burnout, and self-doubt.
  • These factors significantly influence students' engagement with Self-Regulated Learning (SRL) processes.
  • Students often recognize these issues late in the semester, indicating a need for earlier support.

Conclusions:

  • Non-academic factors are critical contextual influences on student self-reflection and SRL.
  • Proactive, early interventions addressing non-academic issues are essential for supporting first-year students.
  • Educators and student affairs professionals should integrate support for these contextual factors into early college experiences.