Investigating Introductory Nonmajor Biology Students’ Self-Regulated Learning Strategies Through the Implementation of a Reflective-Routine

This study examines students ’selfreported self-regulated learning (SRL) strategies tied to summative assessment in a nonmajors introductory biology course through a reflective-routine intervention. For each exam, students completed the SMASH (Student Metacognition, Affect, and Study Habits instrument) and an exam wrapper, which provided multiple opportunities for students to engage in reflection about their performance and SRL strategies. This study examines student SRL strategies to determine how students engage in and develop them. We found the majority of students who planned to make changes for an upcoming exam followed through correlating with a significant gain in performance from the first to second exam. Their view of content difficulty was inversely related to their intent to make changes in their study strategies. Middle-performing students had the most accurate performance prediction; theirs was the only group to improve in accuracy over the course and to differ in their responses to the SMASH and exam wrapper items over the semester. A reflective-routine intervention can provide opportunities for SRL reflection and information for instructors and researchers to help facilitate SRL strategies.