Improving Tutorial Action and Learning Self-regulation: Linking Quantitative Variables and Qualitative Dimensions in First-Year University Students

Abstract

The literature highlights various instruments and methods to measure self-regulation of learning, a crucial process for first-year undergraduates. Reducing early dropout rates—affecting around 20% of these students—requires targeted interventions. Tutorial support has emerged as a vital tool, yet identifying effective practices and their alignment with self-regulation measures remains critical. This study connects quantitative variables to tutorial support dimensions through qualitative interviews with diverse tutors. The findings suggest that personalized tutorial actions, tailored to students’ profiles, can significantly enhance first-year adaptation and academic success. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.