The Strategic Content Learning approach to promoting self-regulated learning: A report of three studies

This article reports findings from three studies investigating the efficacy of an instructional model designed to promote self-regulation, the Strateg ic Content Learning (SCL) approach. Participants were post-secondary studen ts with learning disabilities who ranged in age from 19 to 48 years. Each s tudy comprised multiple in-depth case studies (total N = 34) embedded withi n a pre-posttest design. Students were provided with individualized SCL tut oring for two to three hours per week during at least one semester. Both qu alitative and quantitative evidence converged to reveal consistent improvem ents across time in students' metacognitive knowledge about key self-regula ted processes, perceptions of task-specific efficacy, attributional pattern s, task performance, and strategic approaches to tasks. Students were also found to transfer strategic approaches across contexts and tasks. Implicati ons for theory, research, and practice are discussed.