The Effect of Self-Regulated Learning Strategies and Self-Efficacy on Academic Achievement of Primary School Students

Abstract

A random sample of 169 students (42 males and 127 females) taken from Degol primary school participated in this study. Data were collected using different scales to assess the predictive powers of self-efficacy, self-regulation, and cognitive strategy use to academic achievement. Correlational analysis revealed that all the relationships were significant and in the expected directions. The multiple regression analysis evidenced that self-efficacy, self-regulation, and cognitive strategy use variables jointly explained 44.8% of the variances in academic achievement. The result of stepwise regression analysis (forward method) suggested that the only significant predictor variable to academic achievement of primary school students was self-efficacy. Self-regulation and cognitive strategy use were not found to be significant predictors of academic achievement. Finally, suggestions that may help alleviate the problem were forwarded. Keywords: