Teaching self-regulated learning strategies as a way of improving competence perception and academic achievement

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Abstract

  To assess the effectiveness of a training course on self-regulated learning strategies, a sample of 60 high school freshman was randomly selected and then divided into three groups of equal size. Two of the groups were engaged in two eight-session training courses: one in cognitive strategies, and the other in meta-cognitive strategiesfor self-regulated learning. Initially, all three groups' perception of competence was measured using the appropriate questionnaire. Furthermore, their previous year's grade in English was also recorded as the index for their academic achievement, as was their grades in their high school English course recorded as post-test. Both training courses were effective in improving perception of competence, however, only the learning of cognitive strategies lead to an improvement in academic achievement.

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The Journal of New Thoughts on Education
Volume 9, Issue 1
June 2013
Pages 155-183

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