TITLE:
Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning
AUTHORS:
Jeroen van der Linden, Tamara van Schilt-Mol, Loek Nieuwenhuis, Cees van der Vleuten
KEYWORDS:
Assessment, Self-Regulated Learning, Monitoring Learning
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.9 No.10,
October
29,
2021
ABSTRACT: Recent studies show that students applying appropriate
self-regulated learning strategies (SRL) are more successful in their academic achievements
(AA). However, the relation between SRL and AA is complex. There is evidence that
not all SRL strategies contribute equally to AA. A greater understanding of the
relationship between students’ SRL strategies and AA can help indicate differences
between students. Interviews were conducted to study the relationship between the
SRL strategies students use when learning for an achievement test and the resulting
AA. Two main aspects that influence this relationship were identified: students’
goal approach, and with this approach, the amount of effort they put into learning,
and the deliberateness of using SRL strategies. These aspects address the complex
relationship between SRL and AA. From these results we present different student
types, based on these aspects found. Suggestions for future research are done to
utilise and further explore these student types.