This study looks at the impact of a self-regulated learning (SRL) intervention delivered via text messaging. The intervention was designed to foster SRL and improve academic performance for college students. Treatment participants received SRL resources, reminders, and reflective prompts via text message over the course of a semester in a large college freshman engineering course. Academic and SRL measures were compared between treatment and control groups. Outcome measures included test grades, final course grade, metacognitive self-regulation, study approach, behavioral disaffection, and organization. Treatment participants were expected to show higher levels of academic performance and SRL. Results suggested that the intervention had very limited effects on academic outcomes and no effect on SRL outcomes. The study has implications for technology interventions at institutions hoping to help students develop better SRL behaviors.
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