The Relationship between Cognitive Self-regulated Learning Strategies and Biology Achievement: A Path Model

AbstractCognitive self-regulated learning strategies and exam grades of a biology lesson were measured with the help of a path model in a sample of 300 ninth grade Turkish high school students to investigate the structural relationships among relevant variables. The Motivated Strategies for Learning Questionnaire (MSLQ) was applied to collect the data. The LISREL program was used to test analysis of variances to determine multivariate relations through path analysis. Results of the study show direct relations between some of the variables of the study