Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

Abstract

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Stil..