Teaching college students to be self-regulated learners means helping them focus on the parts of the learning process they can control. Self-regulating learning can be embedded in coursework by demonstrating to students how to approach a task, implement that approach, evaluate how well it worked, and decide what to do next. The WWC recommends using technology that models and promotes self-regulated learning strategies to promote postsecondary student learning—for instance, by prompting or supporting students to set goals, take effective notes, seek help, monitor their own progress, and plan and manage their time. Evidence reviewed by the WWC also suggests growth mindset interventions that encourage college students to view intelligence as a “malleable” characteristic that grows with effort and leads to higher academic achievement, although they had no discernable effects on measures of college progression. Social belonging interventions that aim to ease the burden of negative stereotypes underrepresented groups face had mixed effects on achievement and progression, and no discernable effects on degree completion.
The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.