Academic Achievement, Self-Regulated Learning, and Self-Perception in Elementary-Aged Children

• In Event: Assessing Self- and Motivational Regulation During Learning: The Impact of Context on Learning and Well-Being

Abstract

Recently, the National Assessment of Educational Progress (NAEP) presented findings indicating the national math and reading achievement-level on average have decreased compared to previous. Early mathematics and reading achievement are associated with later academic performance (Jordan et al., 2009; Lesnick et al., 2010) and students’ self-regulated learning (SRL) (McClelland & Wanless, 2012), although individual student interventions can be difficult. Therefore, the present study evaluated the possible relationships between individual and classroom SRL and mathematics and reading achievement in 3rd and 4th graders. Findings do not support a relationship at the classroom level; however, a significant relationship was found between individual SRL and achievement. Findings contribute to the growing body of SRL literature, and implications will be discussed.

Authors

• Morgan A. Jernigan, Washington State University

• Genna Kieper, Washington State University

• Kira J. Carbonneau, Washington State University