Predicting Academic Performance based on Self-Regulated Learning Strategies: Mediating Role of High-Level Motivational and Cognitive Strategies

The present study aimed to predict academic performance based on self-regulated learning strategies with the mediating role of high-level motivational and cognitive strategies. The research method was descriptive-correlation using structural equation modeling. The statistical population included all first grade high school students in Marvdasht (Iran) in 2020. Participants were 319 people whom selected via multi-stage cluster sampling method. Academic performance measured by Academic Performance Questionnaire (Pham Taylor, 1999), self-regulated learning strategies assessed by Pintrich and de Groot (1990) Motivated Strategies for Learning Questionnaire (MSLQ), and high-level motivational and cognitive strategies evaluated by MSLQ and Biggs et al. (2001) Revised two-factor Study Process Questionnaire. The structural equation analysis has been used to evaluate the hypothetical model. The results indicated the model benefited from the appropriate fit indices. Therefore, it can be concluded that self-regulated learning strategies indirectly and with the mediating role of high-level motivational and cognitive strategies, predict academic performance. The findings can be useful in the academic counseling and teachers’ classroom affairs.