The effects on self -regulation in adult learners after completion of a Professional Assessment and Development college course

The purpose of this study was to evaluate changes in self-regulation characteristics in adult learners after completion of a new Professional Assessment and Development course in an adult degree completion program. The four self-regulation factors studied include metacognition, motivation, technology self-efficacy and grammar/writing self-efficacy. Activities in the course were designed to encourage an increase in self-regulation. These activities include development of an electronic portfolio, several self-reflective writing assignments, small group collaboration self-assessments, feedback from peers and instructors and the use of technology in non-threatening ways as part of all components of the course.;A mixed methods approach was used for the study. Self-regulation quantitative data were collected through well known measurements given to students at the beginning and end of the course and analyzed for significant changes using paired sample t-tests. Self-reflections were coded and analyzed for trends using proven qualitative data analysis methods. Peer and instructor feedback was analyzed to provide insight into how students used the information given to them by others.;Results of this study showed a significant change in technology self-efficacy and motivation due to task analysis. Several trends were found during the qualitative analysis in relation to the three self-regulation characteristics being studied. The results of this study can encourage future research in the area of self-regulatory characteristics in adult students, an important topic due to the extensive growth in adult student populations.