Socioeconomic Differences in the Use of Self-Regulated Learning Strategies: A Population Study

Area of Science:

• Educational Psychology
• Sociology of Education

Background:

• Self-regulated learning (SRL) is crucial for academic success, with self-regulated cognitive strategies (SRCSs) being key components.
• Socioeconomic status (SES) is a known predictor of educational outcomes, but its influence on SRCS engagement is under-researched.

Purpose of the Study:

• To investigate the relationship between socioeconomic status (SES) and the use of self-regulated cognitive strategies (SRCSs) among students.
• To examine differences in SRCSs use across various SES groups within the SRL framework.

Main Methods:

• Analysis of data from the entire population of 10th-grade Italian students (N = 261,255).
• Multigroup Confirmatory Factor Analysis (MCFA) to ensure measurement invariance of the Cognitive Self-Regulation Scale across SES groups.
• Latent mean difference tests to compare SRCSs use between low, middle, and high SES groups.

Main Results:

• Students from low-SES backgrounds reported significantly lower use of SRCSs compared to middle- and high-SES peers.
• Middle-SES students reported lower SRCSs use than high-SES students, indicating a gradient effect.

Conclusions:

• SES demonstrably influences SRCSs use, contributing to persistent academic disparities.
• Interventions are needed to support disadvantaged students in developing and utilizing SRCSs, aiming to mitigate educational inequality.