In this The present we evaluate the efficacy of an intervention project designed to promote students' self regulated learning experiencing failure in the University. The program is organized around a set of letters (Rosário, Núñez, & González-Pienda, 2006), where a newly come university student's learning experiences are reflected upon. The intervention program is targeted to enable students with a sample of strategies which allow them to approach learning in a more competent way. Students who had experienced failure in the first year of university are the focus of the pioneer study presented here. Data confirm the efficacy of the program in enhancing self-regulation and lowering superficial approach to learning in students experiencing failure as it did in former interventions when used with regular students. Educational implications of the findings are discussed once the data can become invaluable help to support that specific kind of students.
Self-regulation; learning; academic achievement
