Increased numbers of minorities in the allied health disciplines are sought for a number of reasons. One approach to increasing minority graduates in allied health sciences is to ensure that minority applicants have the learning behaviors necessary to succeed in the academic setting. In this study, we sought to determine if self-regulated learning, assessed via a self-report inventory, was significantly related to Grade Point Average (GPA) in undergraduate students enrolled in a historically black college or university (HBCU). The Self Regulated Learning Inventory V. 5 (SRLI V.5) was distributed to undergraduate HBCU students enrolled in allied health majors. The inventory was completed by 134 undergraduate students who provided the data for the study. Results indicated that the SRLI was not significantly correlated with academic success (based on student GPA). Further investigation revealed that different methods used in calculating GPA and the inclusion of transfer students likely decreased the statistical power of the association between academic performance and self-regulation.




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