Effectiveness of the PEA self-regulation programme in improving academic self-regulation skills and self-efficiency expectations

The study of self-regulation of learning has seen a notable increase in recent years, largely due to its recognised relationship with the processes of enhancing autonomous learning and academic success. Therefore, the present study sought to evaluate the impact of the academic self-regulation programme, PEA (Planning, Execution and Self-Reflection), on university students. This programme was designed from micro-learning modules and practical activities that were integrated into the participating courses. The results demonstrated statistically significant enhancements in self-regulation capacity, self-regulatory knowledge, and general self-efficacy. These findings are significant given that previous research has highlighted the importance of self-regulation strategies and self-efficacy expectations in improving academic success. The results support the benefits of integrating this type of programme into the university curriculum to facilitate the improvement of specific skills and the teaching-learning process in general. However, future studies need to determine its ability to influence academic performance and dropout.