Differences in academic achievement according to the levels of cognitive and of self-regulation strategies

• Main Authors: Antonio Valle, Susana Rodríguez, Ramón Cabanach, José Núñez, Julio González-Pienda, Pedro Rosário
• Format: Article
• Language: English
• Published: Universidad Santo Tomás 2013-08-01
• Series: Summa Psicologica UST
• Subjects: estrategias cognitivas; aprendizaje autorregulado; rendimiento académico
• Online Access: http://summapsicologica.cl/index.php/summa/article/view/60
• ISSN: 0718-0446; 0719-448X

Understanding study as a strategic and self-regulated activity and having in mind the distinction between cognitive and self-regulated learning strategies suggested in the literature, this paper analyses whether the differences in the use of this kind of strategies leads to different levels of academic achievement. Data were collected using a sample of 447 (12 to 16 years-old) students from Spanish Secondary Compulsive Education. Various instruments were applied to assess students’ cognitive and self-regulated learning strategies. Students’ marks in Maths, Spanish, English (Foreign language), Science, Social studies and Music were taken as indicators of academic achievement. Data suggest that the more students use cognitive and self-regulated learning strategies in a specifi c subject the better their level of achievement in that same subject.