The relation between self–regulated learning, self–efficacy, learning strategies and academic achievement

Abstract

The purpose of this study was to determine by means of the review of the literature and an empirical investigation whether self-regulated learning, self-efficacy and learning strategies influence the academic achievement in Physical Science of Std. 10 Qwaqwa students. From the review of literature, it was established that there is a relationship between self-regulated learning, self-efficacy, learning strategies and academic achievement. Self-regulated learning theories of academic achievement lay emphasis on how students can select, organize, create advantageous learning environments for themselves and how they can plan and control the form and amount of their own instruction. Self-regulated learners are distinguished by their systematic use of metacognitive and motivational strategies, their responsiveness to feedback regarding the effectiveness of their learning and their self-efficacy for academic accomplishment from other learners. Self-efficacy perceptions affect students' choice of activities, the effort they expend when learning and perseverence they exercise in the face of adversive experiences. Students that hold a low sense of self-efficacy for completing their tasks may avoid them completely, whereas those who feel more efficacious participate more eagerly. The use of effective and efficients learning strategies facilitate acquisition, integration, organisation, storage of information and this makes learning possible. Properly selected learning strategies help in generating and maintaining motivation for continued learning. Learning strategies help students to make new information more meaningful and help them integrate new information woth prior knowledge. By means of an empirical investigation, it could be established that there is a relationship between self-regulated learning, self-efficacy for social support and academic achievement in Physical Science. The relationship between learning strategies and academic achievement in Physical Science could not be established as the relationship could not be investigated.