© 2003
Ley & Young

Last Modified
20 Jul 2003
 

About a decade ago, we asked the question, what distinguishes the high achieving from the low achieving student? The data suggests that under-prepared college students are just as motivated as those of regular admission. While lower achieving and higher achieving students may report equal motivation, evidence suggests that less successful and academically more successful college students use fewer strategies to further their own learning and use them less. While teaching students how to study is one possible intervention, teaching the skills is only one possible response and one that is of no use for faculty who do not have resources or time to teach study strategies although he or she may recommend strategies which is not the same as teaching them.

POME model

We have derived principles for supporting self-regulation based on activity discrepancies between lower achieving and higher achieving students.