Following a pretest-posttest design with no control group, this paper evaluates
the efficacy of an intervention program. Consisting of twelve sessions, the
program endeavored to increase knowledge and use of self-regulated learning
strategies, as well as study time, in 277 first-year students in the Spanish
secondary education system. The intervention’s efficacy was assessed
in terms of three variables: knowledge of self-regulated learning strategies,
use of self-regulated learning strategies, and study time. The results of
post-intervention data analysis indicate that statistically significant changes
occurred in students’ knowledge of self-regulated learning strategies
and weekly study time, but not in their use of self-regulated learning
strategies. When the sample was stratified into three groups (high, moderate,
and low) according to baseline scores on the dependent variables, our findings
show that students in the lower group profited most from the intervention on all
three variables. This suggests that participation in the program is especially
useful for at-risk students (i.e. those with little knowledge and use of
effective learning strategies).