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Abstract: Research has demonstrated that academically successful students are effective, self-regulated learners. Moreover, exam wrapper interventions have been shown to foster the development of self-regulated learning behaviors on the part of college students. In this naturalistic, qualitative, and exploratory study, an exam wrapper intervention was implemented in a key, gatekeeping STEM course at a diverse, public university. Student responses to a series of four exam wrappers were collecteddoi:10.14434/josotl.v20i1.24825 fatcat:uqh4w5z7hnhrzkk6sv24vsaoem