Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students

Abstract

The present mixed‐methods study attempts to provide insights into the nature, idiosyncrasies, and inter‐ and intra‐individual patterns of academic self‐regulatory strategy use among two different populations of university students. Low‐achieving (n = 49) and high‐achieving students (n = 131) described their self‐regulatory strategy use in their academic work in postsecondary academic contexts. The “five top” strategies showed that there were differences as well as similarities in self‐regulatory strategy use among the two groups of students. Provocative findings revealed within‐ and between‐group differences in the patterns of self‐regulatory strategy use among low achievers and high achievers, with some of the patterns cutting across both groups of students. Implications for gifted education are discussed.

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