Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning

Self-regulated learning (SRL) is highly relevant for postsecondary academic success. Nevertheless, individual differences in SRL are found and can influence SRL training results. Conducting latent profile analyses with n = 337 college students, we found four SRL profiles that differed quantitatively and with regard to motivational subcomponents. Achievement was significantly higher for students with high SRL and high motivation. Moreover, the profiles differed with regard to personality as more skilled self-regulators showed lower test anxiety, lower neuroticism, and higher values in extraversion, conscientiousness, agreeableness, and openness to experiences. Using a sample of n = 55 students who participated in an eight-week SRL training, we investigated differential effects of the SRL profiles. Students with moderate and motivated SRL profiles benefited from the intervention, whereas students with low and high SRL profiles did not. The results speak in favor of developing adaptive training programs depending on SRL profiles.