Describes a study that compares the achievement of biology students (N=48) under the conditions of self-regulation and a traditional approach. Concludes that higher measures of reported self-regulation were significantly associated with higher academic performance scores. Contains 22 references. (DDR)

This paper reports on the use of a semistructured but open-ended format to gather students' perceptions about the activities and behaviors they experience in different tertiary learning environments and the reasons why they feel the way they do. Tertiary students were asked to write about events they liked, did not like, felt helped their…