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

Volume 14 Issue 4 March - May 2019

Research Paper

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.

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

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.