抄録
This paper focuses on academic support for students who struggle to earn credits mainly due to a decline in learning motivation. Faculty members with expertise in self-regulated learning and staff from the Academic Affairs Office began collaborating to develop a support program in 2022. In this program, the teacher utilizes formative feedback perspectives and techniques to initiate and foster self-regulation in students. Participants learn how to set appropriate goals and plans, as well as discover learning methods that suit their individual needs. Based on promotion rates and questionnaire responses, the program has enabled students to change their negative mindset towards learning and make a fresh start.
