Self-regulation across time of first-generation

Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are first generation online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online self regulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time.