The Relationship Between Self-Regulatory Learning Strategies And The Academic Achievement Of High School Chemistry Students

Abstract

Recent studies have established a link between self-regulation and high academic achievement, but few studies have demonstrated this link during students' test preparation and performance in naturalistic settings. This study replicates Kitsantas's (2002) work on whether psychology college students' examination scores are influenced by their use of self-regulatory strategies during test preparation and performance. Sixty- one college preparatory chemistry high school male students were interviewed to assess learning strategies they used before, during, and after a testing period. Results indicated that (a) high test scorers used more self-regulatory processes to enhance their test preparation and performance compared to low test scorers; (b) self-regulation positively affected test performance; and (c) self-regulatory skill and self-efficacy beliefs predicted subsequent test performance. There was no significant difference between high and low self-regulators' perceived task value.