@article{Davis_Hadwin_2021, title={Exploring differences in psychological well-being and self-regulated learning in university student success}, volume={9}, url={https://journals.sfu.ca/flr/index.php/journal/article/view/581}, DOI={10.14786/flr.v9i1.581}, abstractNote={<div> <p class="AbstractText"><span lang="EN-US">Worldwide, there are increasing concerns about postsecondary students’ mental health and how student success is implicated. Previous </span><span lang="EN">research has established psychological well-being and self-regulated learning are important components of student success, however, there is a paucity of research examining the interplay between these factors during a semester-long course. In this study, 118 students in a learning-to-learn elective university course completed nine weekly online planning and reflection tools. Students planned for a study session, completed an academic engagement and a psychological well-being measure, then reflected on a challenge faced and described the strategy chosen to overcome that challenge. Findings revealed (a) students who reported always attaining their goals also reported higher overall psychological well-being, and (b) within-person patterns of psychological well-being and academic engagement over time may affect regulatory responses to challenge or vice versa. Implications for theory, research, and practice are discussed. </span><span lang="EN-GB"> </span></p> </div>}, number={1}, journal={Frontline Learning Research}, author={Davis, Sarah K. and Hadwin, Allyson F.}, year={2021}, month={Jan.}, pages={30–43} }