Self-Regulated Learning Support for an Adolescent With Academic Underachievement Concerns: A Retrospective Case Study

Abstract

Academic underachievement may reflect difficulties in organizing learning rather than a lack of interest or ability. This retrospective, descriptive case study documents the implementation of a Self-Regulation Empowerment Program (SREP) and the short-term changes recorded in one adolescent. The data were drawn from a previously prepared professional psychology practice report concerning a 14-year-old male junior secondary school student, including interviews, observations, psychological assessment, school information, intervention records, and practitioner evaluations. Five student sessions were held on 9-15 November 2025, followed by parent and teacher psychoeducation on 16 - 21 November. Session notes described increased awareness of academic consequences, goal setting, strategy planning, and prioritization of schoolwork. Teachers reported better classroom readiness and concentration, and family notes indicated greater receptiveness to guidance. However, behavioral frequencies, standardized motivation scores, and post-intervention grades were unavailable, and an inconsistency in historical intelligence-test summaries remained unresolved. The case suggests plausible early shifts in learning regulation and contextual support, but the documentary evidence cannot establish causal effectiveness, durable change, or improved academic achievement. Implications for school and Islamic guidance and counseling are discussed.