Self-regulated learning strategies: Their relation to academic performance and self-efficacy in Chemistry and English.

The study examined the relationships between the reported use of self-regulated learning strategies, student achievement, course and student characteristics, and self-efficacy perceptions. Two hundred and forty-eight Grade 11 students at the advanced and general levels of study completed a Learning and Study Strategy Questionnaire in Chemistry and/or English. Students taking courses at the advanced level of study were found to be greater users of self-regulated learning strategies than those students taking courses at the general level. Select higher-order strategies were positively correlated with achievement at the advanced level. At the general level, reported use of any of the nine identified self-regulated learning strategies were significantly correlated with achievement in English and Chemistry. No significant correlation between self-efficacy perceptions and achievement in Chemistry or English were found. Females reported greater use of self-regulated learning strategies and had significantly higher achievement scores than males. Students identified in the study as Math/Science majors were found to use similar strategies in the studying of Chemistry and English. Math/Science majors had significantly higher achievement scores in English and Chemistry, however, no difference was found to exist between Math/Science majors and non-Math/Science majors in their reported use of self-regulated learning strategies. Implications regarding the use of self-regulated learning strategies in the classroom are discussed. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1995 .S72. Source: Masters Abstracts International, Volume: 34-06, page: 2123. Adviser: Erika Kuendiger. Thesis (M.Ed.)--University of Windsor (Canada), 1995