Beyond Grades: Harnessing Self-Regulated Learning to Empower Underperforming Students
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Keywords
Underperformers, medical students, self-motivation, self-efficacy
Abstract
Self-regulated learning (SRL) represents a critical educational framework through which learners proactively govern their learning processes using self-motivation, metacognitive reflection, and strategic task management. This article examines SRL’s transformative role in enhancing academic performance, particularly for underperforming students who often face significant academic and environmental challenges. SRL offers a structured approach for these students by promoting resilience and reinforcing goal-oriented learning behaviors. Key SRL components include establishing structured learning environments, optimizing resource use, and building self-efficacy. Through SRL instruction, educators can support underperformers in cultivating sustainable, autonomous learning practices. Specific strategies, such as peer tutoring and interactive tools like "Betty’s Brain," reinforce understanding as students teach and apply learned concepts. Integrating SRL among underperforming students cultivates lifelong learning skills and establishes a foundation for enduring academic and professional success. Future research should explore innovative SRL approaches tailored to the needs of underperforming students, with particular emphasis on applications within medical education, where SRL could significantly enhance both immediate and long-term outcomes.
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