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ERIC Number: EJ1222132
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0973-2217
Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School
Emagnaw, Alemayehu Belay
Journal on School Educational Technology, v14 n4 p37-48 Mar-May 2019
This study attempted to examine whether there were differences between high-achieving and low achieving students on self regulation strategies. Three hundred adolescents participated (Mean age = 17.4 years) to measure their own self regulated learning strategies and collected their academic scores from the record office of the schools. The analysis of the data showed that self regulated learning strategies have statistically significant contribution to the students' school performance. The results of the general MANOVA (Multivariate Analysis of Variance) tests showed that the mean differences for those with high and low achiever were statistically significant for the academic self-efficacy (F = 4.349, p < 0.05), self regulation (F = 4.746, p < 0.05), intrinsic value (F = 3.741, p < 0.05),and time management attitude (F = 7.947, p < 0.05) self regulated learning.
i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Grade 9; High Schools; Junior High Schools; Middle Schools; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire