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Self-regulated learning and achievement by middle-school children.
C A Sink1, J E Barnett, J E Hixon
1Department of Psychology, Northwest Missouri State University, Maryville 64468.
Psychological Reports
|December 1, 1991
Summary
Self-regulated learning, including metacognitive and affective factors, significantly impacts student achievement test scores. Planning and self-assessment are key predictors of academic performance in Grade 6 students.
Area of Science:
- Educational Psychology
- Learning Sciences
Background:
- Self-regulated learning (SRL) is crucial for academic success.
- Understanding the specific components of SRL that influence achievement is vital for effective pedagogy.
Purpose of the Study:
- To investigate the relationship between self-regulated learning variables and academic achievement in Grade 6 students.
- To identify the most significant predictors of academic performance within SRL.
Main Methods:
- Correlational analysis was used to examine the relationship between SRL variables and achievement test scores.
- Step-wise multiple regression analyses identified key predictors of academic performance.
Main Results:
- Metacognitive and affective SRL variables significantly correlated with teachers' grades and standardized test scores in mathematics, reading, and science.
- Planning and self-assessment were significant predictors of academic achievement.
- Student and teacher perceptions of scholastic ability and planning were the most salient factors in predicting academic performance.
Conclusions:
- Metacognitive and affective aspects of self-regulated learning are strongly linked to student academic achievement.
- Instructional strategies focusing on planning and self-assessment can enhance student performance.
- Locus of control was not a significant predictor of academic achievement in this study.