Improving Self-Regulated Learning Among Occupational Therapy Students

Document Type (Journals)

Educational Innovations

Abstract

Many occupational therapy students, particularly first-generation students, face significant academic and social challenges in higher education that affect their self-regulated learning (SRL). SRL involves goal setting, self-monitoring, strategy implementation, and reflection. The rigorous academic demands, combined with the unique challenges experienced by many first-generation students, exacerbate these difficulties, particularly in developing SRL skills, which are essential for academic and professional success. While first-generation students often lack these skills due to a variety of factors, many occupational therapy students also struggle to develop these skills, regardless of background. This narrative review examines the role of SRL in occupational therapy education and barriers that impact students’ success and presents strategies to enhance SRL for a broad range of learners.

Biography

Pola Ham, EdD, OTD, MS, OTR/L, CAPS is an Assistant Professor of Occupational Therapy at the Touro University School of Health Sciences (SHS). Born and raised in Southern California, she earned her Bachelor of Arts (BA) in Psychology from UCLA, her Master of Science (MS) in Occupational Therapy from New York University, her Post-Professional Doctor of Occupational Therapy (PP-OTD) from Boston University, and her Doctor of Education (EdD) from Johns Hopkins University. She is also a Certified Aging-in-Place Specialist (CAPS) and has played a key role in developing and supervising rehabilitation departments in two adult home facilities. Before becoming a full-time faculty member at Touro University, Dr. Ham taught in various occupational therapy programs. She developed the Academic Self-Regulation (ASR) Program and introduced it to the Touro University SHS to help students become self-regulated learners and improve the way they study and learn.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Ham, P. (2025). Improving Self-Regulated Learning Among Occupational Therapy Students. Journal of Occupational Therapy Education, 9 (3). https://doi.org/10.26681/jote.2025.090313