Self-regulated learning strategies: Their relation to academic performance and self-efficacy in Chemistry and English.

Date of Award


Degree Type


Degree Name




First Advisor

Kuendiger, E.


Education, Curriculum and Instruction.




The study examined the relationships between the reported use of self-regulated learning strategies, student achievement, course and student characteristics, and self-efficacy perceptions. Two hundred and forty-eight Grade 11 students at the advanced and general levels of study completed a Learning and Study Strategy Questionnaire in Chemistry and/or English. Students taking courses at the advanced level of study were found to be greater users of self-regulated learning strategies than those students taking courses at the general level. Select higher-order strategies were positively correlated with achievement at the advanced level. At the general level, reported use of any of the nine identified self-regulated learning strategies were significantly correlated with achievement in English and Chemistry. No significant correlation between self-efficacy perceptions and achievement in Chemistry or English were found. Females reported greater use of self-regulated learning strategies and had significantly higher achievement scores than males. Students identified in the study as Math/Science majors were found to use similar strategies in the studying of Chemistry and English. Math/Science majors had significantly higher achievement scores in English and Chemistry, however, no difference was found to exist between Math/Science majors and non-Math/Science majors in their reported use of self-regulated learning strategies. Implications regarding the use of self-regulated learning strategies in the classroom are discussed. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1995 .S72. Source: Masters Abstracts International, Volume: 34-06, page: 2123. Adviser: Erika Kuendiger. Thesis (M.Ed.)--University of Windsor (Canada), 1995.