Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender.

Abstract

The relation between achievement and self-regulated learning (SRL) is more complex than originally believed. In this study, 222 seventh-grade students (53% boys) descnbed their use of SRL strategies and rated their achievement goals (mastery and performance). Students were high achievers, performing at or above the 97th percentile on an achievement test. However, they ranged widely in their use of SRL strategies, suggesting that SRL strategies are not necessary for high achievement. Reasons for variation in SRL were examined. Advanced reasoning was not related to SRL. Performance goal orientation was related to SRL only in conjunction with mastery goal orientation. Mastery goal orientation and gender were significantly related to SRL. As mastery goals increased, so did the use of SRL strategies. Girls reported greater use of SRL strategies (a) involving personal regulation or optimizing the environment and (b) when completing difficult homework or engaged in reading and writing.

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