Prior research has established the importance of self-regulated learning (SRL) skills for
academic achievement. However, efforts to identify and subsequently remediate students'
SRL in classroom contexts are still in the early stages of development. This study sought to
examine individual differences in low and high achieving college students (N= 41) in a
classroom-based context in order to begin to inform remediation and intervention efforts.
Results indicated no initial differences between high and low achieving students on prior …