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Examination of the Self-Regulated Learning Processes for Low and High Achievers in Biology

Sungur, Semra
Yerdelen, Sundus
This study aimed at comparing high and low achievers with respect to various self-regulated learning processes. For the specified purpose, 252 Turkish high school students were administered the Motivated Strategies for Learning Questionnaire. Results indicated that there were significant mean differences between high and low achievers with respect to various motivational (i.e., intrinsic goal orientation, extrinsic goal orientation, self-efficacy, test anxiety) and cognitive-behavioral (i.e., meta-cognitive self-regulation, effort regulation and help seeking) processes. In addition, regardless of the achievement level of the students, intrinsic goal orientation, task value, and self-efficacy were found to be significantly linked to various cognitive and behavioral processes of self-regulated learning.