Low- and High-Achieving Self-Regulated Learners in the Context of a High-Stakes Academic Long-Term Task

• In Event: Assessing and Designing Self-Regulation of Learning Interventions

Abstract

This study aims to determine to what extent low and high achievers differ in their self-regulated learn-ing (SRL) within different phases of completing an academically oriented project paper beyond the classroom context. Using online questionnaires we surveyed 1215 upper secondary school students (57% female, Mage=17.5, SD=.80). Students were then divided into successful and less successful groups based on their actual grade and previous achievements and were compared using the Mann-Whitney U test. Results revealed that learners differ significantly in favor of the high achievers in al-most all SRL-dimensions examined. Slightly different results appear when previous achievements are considered. These results show the high importance of several SRL-dimensions for completing a chal-lenging long-term task beyond the classroom context.

Authors

• Carmen Hirt, University of Applied Sciences and Arts Northwestern Switzerland

• Yves Karlen, University of Applied Sciences and Arts Northwestern Switzerland

• Katharina Maag Merki, University of Zurich

• Francesca Suter, University of Zurich