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

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.