Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School

Alemayehu Belay Emagnaw*
Department of School and Counseling Psychology, Faculty of Educational and Behavioural Sciences, Woldia University, Ethiopia.
Periodicity:March - May'2019
DOI : https://doi.org/10.26634/jsch.14.4.15914

Abstract

This study attempted to examine whether there were differences between high-achieving and low achieving students on self regulation strategies. Three hundred adolescents participated (Mean age = 17.4 years) to measure their own self regulated learning strategies and collected their academic scores from the record office of the schools. The analysis of the data showed that self regulated learning strategies have statistically significant contribution to the students' school performance. The results of the general MANOVA (Multivariate Analysis of Variance) tests showed that the mean differences for those with high and low achiever were statistically significant for the academic self-efficacy (F = 4.349, p < 0.05), self regulation (F = 4.746, p < 0.05), intrinsic value (F = 3.741, p < 0.05),and time management attitude (F = 7.947, p < 0.05) self regulated learning.

Keywords

Self Regulated Learning, Adolescence, School Performance, High and Low Achievers

How to Cite this Article?

Emagnaw, A. B. (2019). Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School. i-manager’s Journal on School Educational Technology, 14(4), 37-48. https://doi.org/10.26634/jsch.14.4.15914

References

[1]. Al-Alwan, A. F. (2008). Self-regulated learning in high and low achieving students at Al-Hussein Bin Talal University (AHU) in Jordan. International Journal of Applied Educational Studies, 1(1), 1-14.
[2]. Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274- 294. https://doi.org/10.1177/1932202X0902000204
[3]. Bandura A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
[4]. Bandura, A. (1991). Social cognitive theory of selfregulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749- 5978(91)90022-L
[5]. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
[6]. Barkley, R. A. (2012). Executive functioning and selfregulation: Extended phenotype, synthesis, and clinical implications. New York: Guilford.
[7]. Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego-depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128. https://doi.org/10. 1111/j.1751-9004.2007.00001.x
[8]. Bembenutty, H. (2006). Parental involvement, homework, and self-regulation. Academic Exchange Quarterly, 10(4), 18-23.
[9]. Britton, B. K., & Tesser, A. (1991). Effects of timemanagement practices on college grades. Journal of Educational Psychology, 83(3), 405-410.
[10]. Carroll, N., & Purdie, A. (2007). Extra-curricular involvement and self-regulation in children. Australian Educational and Developmental Psychologist, 24(1), 19- 35. https://espace.library.uq.edu.au/view/UQ:136445
[11]. Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.
[12]. Chen, CS. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning, and Performance Journal, 20(1), 11-25. htpps://doi.org/10. 1037/0022-0663.83.3.405
[13]. Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165-172.
[14]. de Bruin, A.B., Thiede, K.W., & Camp, G., & Redford, J. (2001). Generating keywords improves meta comprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology,109(3), 294-310. https://doi.org/10.1016/j. jecp.2011.02.005
[15]. Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on meta cognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409. https://doi.org/10. 1007/s10648-008-9083-6
[16]. Garner, J. K. (2009). Conceptualizing the regulations between executive functions and self-regulated learning. The Journal of Psychology, 143(4), 405-426. https://doi.org/10.3200/JRLP.143.4.405-426
[17]. Graham, S., & Harris, K. R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. The Elementrary School Journal, 94(2), 169-181. https://doi.org/10.1086/461758
[18]. Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3 (2), 101-121. https://doi.org/10.1007/s11409-008-9021-5
[19]. Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160- 170. https://doi.org/10.1037/0022-0663.92.1.160
[20]. Harris, K. R., Friedlander, B.D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. Journal of Special Education, 39(3), 145-156. https://doi.org/10.1177/00224669050390030201
[21]. Jarvela, S., & Jarvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
[22]. Kaplan, A. (2008). Clarifying metacognition, selfregulation, and self-regulated learning: What's the purpose? Educational Psychology Review, 20(4), 477-484. https://doi.org/10.1007/s10648-008-9087-2
[23]. Kistner, S., Rakoczy, K., & Otto, B. (2010). Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5(2), 157-171. https://doi.org/10.1007/s11409-010-9055-3
[24]. Labuhn, A.S., Zimmerman, B.J., & Hasselhorn, M. (2010). Enhancing students' self regulation and mathematics performance: The influence of feedback and self evaluative standards. Metacognition and Learning, 5(2), 173-194. https://doi.org/10.1007/s11409- 010-9056-2
[25]. Lane, J. (2004). Self-efficacy, self-esteem and their impact on academic performance. Social Behavior & Personality: An International Journal, 32(3), 247-256. https://doi.org/10.2224/sbp.2004.32.3.247
[26]. Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760-768. https://doi.org/10.1037/0022-0663.82.4.760
[27]. MacLellan, E., & Soden, R. (2006). Facilitating selfregulation in higher education through self-report. Learning Environments Research, 9(1), 95-110.
[28]. Martin, J., & McLellan, A. (2008). The educational psychology of self-regulation: A conceptual and critical analysis. The Study of the Philosophy of Education, 27(6), 433- 448. https://doi.org/10.1007/s11217-007-9060-4
[29]. McAlister, A. L., Perry, C. L., & Parcel, G. S. (2008). How individuals, environments, and health behaviors interact: Social Cognitive Theory. In Glanz, K., Rimer, B.K. & Lewis, F.M. Health Behavior and Health Education: Theory, Research and Practice (169-188). San Francisco: Wiley & Sons.
[30]. Meichenbaum, D. & Biemiller, A. (1998). Nurturing Independent Learners: Helping students take charge of their learning. Cambridge, MA: Brookline Books
[31]. Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and parents. In F. Pajares & T. Urdan (Eds.), Self-efficacy Beliefs of Adolescents (pp. 339-367). Greenwich, CT: Information Age.
[32]. Pelt, J. (2008). The relationship between self-regulated learning and academic achievement in middle school students: A cross-cultural perspective (Unpublished Doctoral Dissertation). South Carolina: University of South Carolina.
[33]. Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
[34]. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022- 0663.82.1.33
[35]. Radovan, M. (2011). The relation between distance students' motivation, their use of learning strategies, and academic success. The Turkish Online Journal of Educational Technology, 10(1), 216-222. https://files.eric. ed.gov/fulltext/EJ926571.pdf
[36]. Ruban, L., & Sally, M. R. (2006). Patterns of selfregulatory strategy use among low-achieving and highachieving university students. Roeper Review, 28(3), 148- 156. https://doi.org/10.1080/02783190609554354
[37]. Schmeichel, B. J., & Baumeister, R. F. (2004). Selfregulatroy strength. In R.F. Baumeister and K.D. Vohs (Eds.), Handbook of self-regulation: Research, theor y, and applications (pp. 84-98). New York, NY: Guilford Press.
[38]. Schunk, D. H., & Zimmerman, B. (2007). Influencing children's self-efficacy and self regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25. https://doi.org/10.1080/10573560600837578
[39]. Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. https://doi.org/10.1207/s15 326985ep4002_3
[40]. Tanrıögen, A., & Işcan, S. (2009). Time management skills of Pamukkale University students and their effects on academic achievement. Eurasian Journal of Educational Research, 35, 93-108.
[41]. Themanson J. R., Hillman C. H., McAuley E., Buck S. M., Doerksen S. E., Morris K. S., & Pontifex M.B. (2008). Selfefficacy effects on neuroelectric and behavioral indices of action monitoring in older adults. Neurobiology of Aging, 29(7), 1111-1122. https://doi.org/10.1016/j.neurob iolaging.2007.01.004
[42]. VanZile-Tamsen, C., & Livingston, J. A. (1999). The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students. Journal of College Student Development, 40(1), 54-60.
[43]. Wells, G. D. (1994). Time-management and academic achievement [Paper 4393]. (Postgraduate dissertation) University of Windsor, Ontario, Canada. Retrieved from http://scholar.uwindsor.ca/etd/4393
[44]. Wolters, C. A. (2010). Self-regulated learning and the 21st century competencies. Retrieved from https://pdfs.semanticscholar.org/ 6765/ d44879f6dceba36 3c7 cf9db19e88e12bde4e.pdf
[45]. Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283.
[46]. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. https://doi.org/10.1037/0022- 0663.81.3.329
[47]. Zimmerman, B. J. (2002). Becoming a self-regulated learning: An overview. Theory into Practice, 41(2), 64-71.
[48]. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future projects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3 102%2F0002831207312909
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.