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The relationship of components of self-regulated learning and motivation to academic performance of high achieving students in social studies
Fifty tenth-grade students were studied to investigate how motivational components -- intrinsic value, self-efficacy and goal orientation -- may be related to the use of self-regulated learning strategies of high achieving students, and to examine how these variables may be related to student ' s classroom achievement. All subjects were honor students enrolled in Advanced-Placement European History courses in one suburban high school in Southern California. In this descriptive correlational study, variables were obtained by breaking motivational and self-regulated variables into components and correlating these components with each other and with achievement. Questions were answered by inferentially testing for correlations greater than zero with a confidence level of .05. SPSS was used to obtain Pearson correlation coefficients for the variables. A multiple regression was used to examine the impact of self-efficacy and metacognitive strategy use on achievement. A Cronbach coefficient alpha was calculated for each scale used in this study. The results support as well as extend the research of others in showing the relationship of both motivational and self-regulated learning components to academic achievement. Student involvement in self-regulated learning is related to students' intrinsic value and self-efficacy. Academic performance is more significantly dependent of self-regulated learning components. In this study, a positive relation exists between cognitive and metacognitive strategy use and achievement.