Article1998

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

Karen E. Ablard · Rachelle E. Lipschultz

266 citations0/0 files storedJournal of Educational Psychology

No readable copy stored yet — this record is metadata only.

Innovative Teaching and Learning Methods Education, Achievement, and Giftedness Educational Strategies and Epistemologies

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.

Citations in this library

Stored only when both papers are in the corpus — 266 citations exist upstream.

References

1988A social-cognitive approach to motivation and personality.1990Motivational and self-regulated learning components of classroom academic performance.1986Motivational processes affecting learning.1992Classrooms: Goals, structures, and student motivation.1986An Attributional Theory of Motivation and Emotion 1989A social cognitive view of self-regulated academic learning.1996Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.1986Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies

Cited by

2006Sex differences in math performance: The role of children's approach to schoolwork.2011Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries 2011Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.2014Testing interest and self-efficacy as predictors of academic self-regulation and achievement 2007Student Motivation and Self-Regulated Learning in the College Classroom

Imported from OpenAlex (CC0) — nothing here is generated.