Articles & Special Issues Race, Inequality & Social Mobility

Using Self-Regulated Learning to Increase Native American College Retention

A big challenge facing colleges and university programs across the United States is retaining students to graduation. This is especially the case for Native American students, who have had one of the highest dropout rates over the past several decades. Using data from a large university that implemented a self-regulated learning course for undergraduates’ academic success, the authors measured students who participated, with a specific focus on Native American student outcomes. The analyses in this study are based on data of cohorts entering freshmen from fall 2000 through fall 2010 with a sample of 29,319 students, 4,681 (16.0%) who successfully completed the SRL course. Results show that the completers are more likely to be retained with specific retention benefits and overall academic success of Native American completers.


Patterson, D. A., Ahuna, K. H., Tinnesz, C .G., & Van Zile-Tamsen, C. (2014). Using self-regulated learning to increase Native American college retention. Journal of College Student Retention: Research, Theory & Practice, 16(2), 219–237. doi:10.2190/CS.16.2.d