TO THE EDUCATIONAL RESOURCES

The question of how teachers can mediate self-regulated learning in college students is discussed. For the purposes of this study, self-regulated learning is defined as the ongoing process in which the learner makes sense of the learning task, creates goals and strategies, and implements actions designed to meet goals for the given learning context. Learning oriented students see faulty performances as an indication that learning strategies need improvement, while performance oriented students see faulty performance as proof of their inadequacies. Convincing learning oriented students to improve their self-regulated learning is fairly easy. Performance oriented students may actually avoid such feedback from teachers. Increasing student motivation lies in eliciting responses about behaviors and helping students to think through the strategies involved. Challenging students to find within themselves the energy to improve by themselves not only assists them by teaching self-regulated learning, it offers them the tools to become educated, responsible adults. A practical guide, "Four Steps to Working Smarter, not Harder, " is appended. (Contains 24 references.) (LH) * Reproductions supplied by EDRS are the best that can be made * * from the original document.