Abstract
Evaluating the efficacy of a program to enhance college students' self-regulation learning processes and learning strategies. The present study examines the efficacy of a program designed to enhance college students' learning processes and study strategies. The program was organised around a number of letters written by a freshman, Gervásio (Rosário, Núnez, & González-Pienda, 2006), telling about his new experiences, troubles, and successes in the university. This intervention program is intended to promote a series of strategies (cognitive, meta-cognitive, and supportive) which allow students to manage their learning processes in a more proficient, successful, and autonomous way. The collected data suggest that students who had the opportunity to follow the program significantly improved their declarative knowledge about learning strategies, reduced their use of surface approaches to study, and extended the newly acquired skills to new and different tasks and assignments.
