The Impact of Self-Regulated Learning on Academic Performance in High School Students
DOI:
https://doi.org/10.47611/jsrhs.v11i4.3471Keywords:
self-regulated learning, SRL, high school, digital tools, digital distraction, academic performance, SRL strategiesAbstract
Many studies have found a strong correlation between academic performance and self-regulated learning (SRL). However, few studies have been conducted on high school students, fewer still examined specific SRL strategies instead of general themes or categories, and almost no studies considered the role that digital technology might play in SRL. This study uses data collected through an anonymous mixed-methods survey given to students at a rural high school. This survey collected information on both SRL strategies students use, and their GPA, used as a measure of academic performance. A portion on the survey focused on how students use digital technology, both for potential distraction and for SRL. Data on SRL strategies and digital technology use was sorted into categories by question, averaged, and then correlated with GPA to determine how certain strategies impacted academic performance, and how digital tool use or digital distraction impacted academic performance. This study found that most SRL strategies that correlated with academic success fell under two key modes: form-based studying and self-adaptive studying. In addition, while digital tool use did not correlate strongly with SRL, it correlated negatively with digital distraction. With this understanding, this study finds that there are distinct types of SRL implementation. Educators should consider this, adapting to student preferences when assisting with SRL implementation. Future research should also investigate the relative impact certain SRL skills or subcategories have over others.
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