Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Abstract
Forty male and female l0th-grade students from a high achievement track and 40 from other (lower) achievement tracks of a suburban high school were interviewed concerning their use of self-regulated learning strategies during class, homework, and study. Fourteen categories of self-regulation strategies were identified from student answers that dealt with six learning contexts. High achieving students displayed significantly greater use of 13 categories of self-regulated learning. The students’ membership in their respective achievement group was predicted with 93% accuracy using their reports of self-regulated learning. When compared to students’ gender and socioeconomic status indices in regression analyses, self-regulated learning measures proved to be the best predictor of standardized achievement test scores. The results were discussed in terms of a social learning view of self-regulated learning.
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- Authors
- Zimmerman, B. J., & Pons, M. M.
- Affiliations
- City University of New York (US)
- City University of New York
- ORCID
- Zimmerman, Barry J.
- Venue
- American Educational Research Journal
- Published
- 1986-01
- Volume
- 23
- Issue
- 4
- Pages
- 614-628
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2046447424
- Cited by
- 2,038
- References
- 2
- Citations by year
- 2026: 66 · 2025: 82 · 2024: 80 · 2023: 94 · 2022: 137 · 2021: 97 · 2020: 103 · 2019: 98 · 2018: 71 · 2017: 103 · 2016: 104 · 2015: 94 · 2014: 102 · 2013: 109 · 2012: 92
- FWCI
- 7.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student self-regulation, structured interviews, high-achieving students, learning strategies, standardized test scores, social learning theory, gender differences, socioeconomic status, high school students
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