Learning at the university means engaging with learning subjects yourself, even outside of formal courses, which in turn requires learners to take control of their own learning process. Thus, students must take responsibility for planning, monitoring, and managing their study activities. This requirement for self-directed learning is intensified due to the increasing number of digital learning opportunities and as the degree programme progresses.
Learners who self-regulate are aware of their current knowledge and skills, recognize gaps, and actively seek information to bridge them. While all students use some regulatory strategies, self-regulated learners deliberately link behaviors to desired outcomes and adapt as needed to optimize success. However, many students lack knowledge or skills in applying effective learning strategies, hindering progress. Teaching students about learning strategies is thus crucial to help them organize, monitor, and adjust their processes, especially in higher education.
Against this background the authors investigate video-based interventions aimed at enhancing learning strategy competencies as an additional learning offer during a first semester mathematic course for economics students. Five short, interactive videos focus on goal setting, time management, cognitive learning strategies, cooperative learning, and motivation regulation provide practical guidance and examples to help learners understand and apply self-regulated learning techniques.
The study addresses two research questions: (1) How does engagement with the learning strategy videos impact learners’ knowledge and application of self-regulated learning strategies in the first and the mathematic competence in the second place? (2) Which learner groups engage with additional learning strategy videos, which do not, and what are the reasons for non-engagement?
A mixed-methods approach is used, combining quantitative pre- and post questionnaires regarding the individual application of learning strategy, general cognitive ability and at the end a mathematic exam with a qualitative component: a content analysis following Mayring, based on semi-structured, fully transcribed interviews with a selected group (low vs. high performing students) of students.
Results show that, in general, learners reported a decline in their perceived learning outcomes related to learning strategies. Differences emerged between learners who had watched the learning strategy videos and those who had not; however, it remains to be examined whether these patterns might be explained by a potential Dunning–Kruger effect.
Moreover, findings indicate that learners who engaged with the supplementary self-regulated learning strategy videos demonstrated a higher performance in the mathematic exam. Follow-up qualitative interviews revealed that many of these students cited a lack of time as the primary barrier. This points to a self-reinforcing challenge: the development of effective learning strategies was intended to be supported through the supplementary materials, yet those who might benefit the most from such resources are often the least likely to use them.
To sum up, this research seeks to deepen understanding of to what extend additional materials support self-regulated learning in higher education and offers practical implications for educators aiming to foster autonomous learning and therefore also improve content outcomes.

Keywords: Self-Learning, Learning Strategies.