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Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced thinking skills to create goals and improve their academic achievement. In this action research, SRL strategies were integrated into the instruction of an Introduction to Physics I university course so that students could better understand their learning progress and development throughout the course. Some of the strategies to develop SRL skills included diagnostic tests with group review, exam wrappers, and metacognition checks, as well as providing structure for office hours and learning plans for students. These strategies not only taught students SRL skills but also shifted the focus of learning to a more individualized perspective that emphasized growth mindset processes rather than attention to having the right answers. As a result, with the implementation of these simple strategies, students ’performance and self-efficacy improved, they earned higher average scores on tests and exams, and their attendance increased significantly throughout the semester.

Self-Regulated Learning Strategies for the Introductory Physics Course With Minimal Instructional Time Required