The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study

Abstract

College access programs (CAPs) aim to promote college readiness for adolescents, particularly those who may be the first in their family to go to college. Self-regulated learning is a critical component of college readiness. There is limited information about how self-regulated learning beliefs or intentions influence adolescent engagement in CAPs. Using the theory of planned behavior as a guiding framework, the purpose of this study was to examine direct and indirect effects of adolescent self-regulated learning beliefs (i.e., attitudes, norms, and perceived behavioral control) and intentions on participation in activities offered by a regional, federally funded CAP program (Gaining Early Awareness and Readiness for Undergraduate Programs; GEAR UP). Structural equation modeling was the analytic technique. We found positive relationships between self-regulated learning beliefs (perceived behavioral control), intentions, and GEAR UP participation. Implications and directions for future research on self-regulated learning within the context of CAP initiatives are discussed.