This essay analyzes the traditional college student’s lack of self-regulation. It compares traditional students (ages 18 to 22) with non-traditional students (ages 23 and older), in the means of their self-regulation and way of thinking through case studies, proving that younger college students lack the elaboration and self-regulation as displayed in the 9 subscales of the MSLQ. Tests are explained to show how self-regulation can be manipulated and have positive effects on an individual, especially in their writing - as displayed in the Feltham and Sharen study, with the average students’ writing grade increasing by 13 points. Alternatives and new means of learning, primarily in writing, for those who lack the concept of self-regulation are explained as well. Curriculums focused on the knowledge of text organization to guide, plan, and self-evaluate, as well as new writing mediums - such as online blogs (i.e. Blogger) - prove to be a greater influence and motivator for traditional college students in writing. It is proven that through interaction and involvement of students in their writing, their interest and motivation are strengthened, therefore bettering their work.
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