Perceived Classroom Control, Self-Regulated Learning Strategies, and Academic Achievement

2003 ◽  
Vol 23 (3) ◽  
pp. 249-260 ◽  
Author(s):  
YOHANAN ESHEL ◽  
REVITAL KOHAVI
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Academic Achievement and Gender Peer Effects on Social Comparisons and Self-Regulated Learning Behaviors in A Taiwanese EFL Context

2018 ◽  
Vol 6 (5) ◽  
Author(s):  
Wan-Jeng Chang
Keyword(s):  
Academic Achievement ◽  
Learning Strategies ◽  
Peer Effects ◽  
Social Comparisons ◽  
Female Students ◽  
Learning Behaviors ◽  
Self Regulated Learning ◽  
Efl Context ◽  
Regulated Learning ◽  
And Gender

The main purpose of the present article is to estimate academic achievement and gender peer effects on social comparisons and self-regulated learning behaviors in a Taiwanese EFL context. The participating students were 50 non-English-major freshmen studying in Central Taiwan. Analyses of the data reveal the following findings. First, female students preferred or felt more comfortable making social comparisons with other female students, and they applied more self-regulated learning strategies. Second, male students had a stronger drive to make social comparisons, and they would prepare harder over time for the tests. Third, students with relatively low ability tended toward upward comparison and tended to give up or only study the easy parts. 

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

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