Professionalism and work ethic, as reflected by selfregulation,
has been and continues to be an important
attribute of a competitive work force. This paper
compared the academic self-regulation of U.S. vs.
Asian students enrolled in a Global Classroom course
at a large southeastern university. Students were asked
to respond to 10 specific pro-academic behaviors in
regard to what they were actually doing (actual
engagement) and what they felt they should be doing
(intended engagement) specific to achieving academic
success. The results indicated that students from both
the U.S. and Asia exhibited limited self-regulation in
the pursuit of behaviors leading to academic success in
comparison to what they reported they should be
doing. There was not a significant difference between
U.S. and Asian students in self-reported actual
engagement in pro-academic behaviors. However,
Asian students presented less of a discrepancy
between actual and intended engagement in proacademic
behaviors in comparison to their U.S.
counterparts. This was based on Asian students’ rating
of intended behaviors lower than U.S. students. A
notable difference was also found in that the Asian
students self-regulated better than their U.S.
counterparts in terms of pro-academic behaviors that
were not directly observable. For Asian students there
was not a discrepancy in self-reported engagement of
observable vs. non-observable behaviors The U.S.
students, however, appeared to be more amenable to
external motivation (e.g. having the instructor be able
to observe their behavior) and less likely to engage in
non-observable behaviors leading to academic