Metacognitive and self regulated learning strategies profiles: An exploratory survey of a group of high school students

Abstract

In the present study the relation between metacognitive and self regulated learning strategies and academic performance was explored. Research objectives were: (a) to highlight the presence of homogeneous subgroups of students on metacognitive and self regulated learning strategies and (b) to test group differences on academic performance. Learning Strategies Questionnaire (QSA), (Pellerey,1996) was administered to 647 students with an average age of 18.6 years (SD=1.04) attending their 4th or 5th year of high school. QSA measures 14 factors: 7 cognitive, 7 affective and motivational. Cluster analysis evidenced the presence of three types of students in using learning strategies. The results have highlighted the profile of student efficacy on the one hand, with a efficacious strategic and motivational aspects related to study. On the other hand, there are two profiles of weaker students: first type shows an insufficiency in both cognitive and affective-motivational aspects, the second one evidences an inadequacy of emotion regulation compensated for by sufficient cognitive strategies. The three groups showed, as expected, significant differences in their academic achievement. Findings are discussed in theoretical and applicative terms.