Reframing First-Year Seminars for Student Success
The Self-Authored, Self-Regulated Learning (SASRL) Model
Bibliographic Data
| ID | 17817548 |
|---|---|
| Authors | Amy E Collins (University of Minnesota Rochester, corresponding author), Amy E Collins-Warfield (0000-0001-8675-0117, University of Minnesota Rochester, corresponding author) |
| Year | 2026 |
| Volume | 63 |
| Issue | 3 |
| Pages | 1-15 |
| Publication date | 2026-04-23 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Student Affairs Research and Practice (JOURNAL) |
| Journal identifiers | ISSN: 1949-6605 • E-ISSN: 1949-6591 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/19496591.2026.2639458 |
| OpenAlex | W7155406306 |
| Language | EN |
| References cited | 42 |
This article presents the Self-Authored, Self-Regulated Learning (SASRL) model for first-year seminars. Grounded in self-authorship and self-regulated learning theories, the model combines academic inquiry with practical success strategies. Qualitative assessment data from 219 participants in 2023 and 2024 showed that the model fostered positive mindsets, strengthened academic self-concept, and supported progress toward self-authorship. Integrating SASRL into first-year seminars offers a scalable way to link academic inquiry and self-regulation skills, creating a foundation for college success.
At-risk students · Cognitive reframing · Experiential learning · Higher education · Qualitative research · Student engagement · Higher Education Practises and Engagement · Innovative Teaching and Learning Methods · Student Assessment and Feedback
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success
From expectancy-value theory to situated expectancy-value theory
First-year seminars through the lens of Vincent Tinto's theories of student departure. A systematic review
Self-Authorship
Exploring the Organizational Value of Integrated Transition Programs for Underrepresented College Students
Self-Authorship Developed Through Student Affairs-Led Mentorship Programs
Discovering the Learning Voice
Emotion regulation in relation with resilience in emerging adults
Self-regulated learning as an inherent factor of academic self-concept in university students
Beyond Covid Chaos
Self-efficacy
Using Design-Thinking to Create a First-Year Seminar Self-Assessment Tool to Support Students from Low-Income Backgrounds
Investigating Self-Regulation and Motivation
Self-Authorship Development in the Outdoors
The Impact of Integrating Mindfulness in the Classroom on Well-Being and Academic Success Among College Students During Covid-19 and Beyond
Race, Culture, and Researcher Positionality
| Citation velocity | historical |
|---|---|
| Highly cited | No |