ERIC Number: ED345626
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: 0
Self-Regulated Learning and Academic Achievement in College Students.
Lindner, Reinhard W.; Harris, Bruce
This paper presents study results concerning the nature of successful academic performance, specifically examining to what extent self-regulated learning played a role in successful academic performance at the college level. (Self-regulated learning is defined as the integration and utilization of cognitive, metacognitive, motivational, perceptual, and environmental components in the successful resolution of academic tasks.) Study participants were college students (121 female and 39 male) enrolled in classes in the college of education at a medium-sized midwestern university. The self-reporting inventory questionnaire assessed metacognition, learning strategies, motivation, contextual awareness/sensitivity, and environment utilization/control. Study results showed that a substantial relationship exists between self-regulated learning and grade point average. Also, data suggested that the ability to self-regulate the learning process increases with age and academic experience. Appendices contain a description of the subscales of the Self-Regulated Learning Inventory with sample items, and the dimensions of the self-regulated learning model. Contains 15 references. (GLR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Self Management; Self Regulated Learning; Self Regulated Learning Inventory
Note: Paper presented at the American Educational Research Association Annual Meeting (San Francisco, CA, April 20-24, 1992).