Cultural differences in the use of strategies for self-regulated learning

Abstract

This article reports the results of a study that compared the strategies used by three different groups of upper secondary school students to regulate their own learning processes: Australian students, Japanese students at school in Japan, and Japanese students studying in Australian schools. Although students in the three groups used a similar range of strategies, the pattern of use for each cultural group varied. Variations in the pattern of strategy use were also associated with academic achievement. The structuring of the physical environment for study purposes and the checking of one's work were two of the most important strategies for each of the groups. The Japanese students used memo..