Examining the Role of Self-Regulated Learning Strategies in Students

This study aims to examine the role of self-regulated learning strategies, in studentsʹ academic performance in Landehʹs high school. This study used descriptive and correlative method. And statistical population of the study was all students of Landehʹs high schools, among which 475 students were selected through cluster-stratified random sampling. To analyze the data in regard to the research questions, the Pearson correlation coefficient, single group t, t-test, Multivariate Regression and ANOVA were used. The results of strategies indicate their desirability among students. In addition, the study showed that individualʹs satisfaction on his or her performance is higher than the average but the factor of assignment difficulty is lower than the average, among the students. The results of Pearson correlation coefficient showed that there is a significant and positive relationship between self-regulated learning strategies and academic performance, but there is no relation in cognitive aspects. The regression results showed that in self-regulated learning strategies, only the cognitive factor and in motivational beliefs only the self-evaluation, had the highest prediction about academic performance. As self-regulated learning strategies and academic performance variables were compared according to demographic characteristics of gender and grade, there were only significant differences in gender and grades of academic performance, , but there were no significant differences in other variables.