Beyond grades: Harnessing self-regulated learning to empower underperforming students

Abstract

Self-regulated learning (SRL) represents a critical educational framework through which learners
proactively govern their learning processes using self-motivation, metacognitive reflection, and strategic
task management. This article examines SRL’s transformative role in enhancing academic performance,
particularly for underperforming students who often face significant academic and environmental
challenges. SRL offers a structured approach for these students by promoting resilience and reinforcing
goal-oriented learning behaviors. Key SRL components include establishing structured learning
environments, optimizing resource use, and building self-efficacy. Through SRL instruction, educators
can support underperformers in cultivating sustainable, autonomous learning practices. Specific
strategies, such as peer tutoring and interactive tools like "Betty’s Brain," reinforce understanding as
students teach and apply learned concepts. Integrating SRL among underperforming students cultivates
lifelong learning skills and establishes a foundation for enduring academic and professional success.
Future research should explore innovative SRL approaches tailored to the needs of underperforming
students, with particular emphasis on applications within medical education, where SRL could
significantly enhance both immediate and long-term outcomes.