A random sample of 169 students (42 males and 127 females) taken from Degol primary school participated in this study. Data were collected using different scales to assess the predictive powers of self-efficacy, self-regulation, and cognitive strategy use to academic achievement. Correlational analysis revealed that all the relationships were significant and in the expected directions. The multiple regression analysis evidenced that self-efficacy, self-regulation, and cognitive strategy use variables jointly explained 44.8% of the variances in academic achievement. The result of stepwise regression analysis (forward method) suggested that the only significant predictor variable to academic achievement of primary school students was self-efficacy. Self-regulation and cognitive strategy use were not found to be significant predictors of academic achievement. Finally, suggestions that may help alleviate the problem were forwarded.
| Published in | Psychology and Behavioral Sciences (Volume 4, Issue 3) |
| DOI | 10.11648/j.pbs.20150403.14 |
| Page(s) | 107-115 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Self Regulation, Self Efficacy, Primary School, Academic Achievement, Student, Strategy Use
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APA Style
Molla Haftu Shaine. (2015). The Effect of Self-Regulated Learning Strategies and Self-Efficacy on Academic Achievement of Primary School Students. Psychology and Behavioral Sciences, 4(3), 107-115. https://doi.org/10.11648/j.pbs.20150403.14
ACS Style
Molla Haftu Shaine. The Effect of Self-Regulated Learning Strategies and Self-Efficacy on Academic Achievement of Primary School Students. Psychol. Behav. Sci. 2015, 4(3), 107-115. doi: 10.11648/j.pbs.20150403.14
AMA Style
Molla Haftu Shaine. The Effect of Self-Regulated Learning Strategies and Self-Efficacy on Academic Achievement of Primary School Students. Psychol Behav Sci. 2015;4(3):107-115. doi: 10.11648/j.pbs.20150403.14
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Download@article{10.11648/j.pbs.20150403.14,
author = {Molla Haftu Shaine},
title = {The Effect of Self-Regulated Learning Strategies and Self-Efficacy on Academic Achievement of Primary School Students},
journal = {Psychology and Behavioral Sciences},
volume = {4},
number = {3},
pages = {107-115},
doi = {10.11648/j.pbs.20150403.14},
url = {https://doi.org/10.11648/j.pbs.20150403.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20150403.14},
abstract = {A random sample of 169 students (42 males and 127 females) taken from Degol primary school participated in this study. Data were collected using different scales to assess the predictive powers of self-efficacy, self-regulation, and cognitive strategy use to academic achievement. Correlational analysis revealed that all the relationships were significant and in the expected directions. The multiple regression analysis evidenced that self-efficacy, self-regulation, and cognitive strategy use variables jointly explained 44.8% of the variances in academic achievement. The result of stepwise regression analysis (forward method) suggested that the only significant predictor variable to academic achievement of primary school students was self-efficacy. Self-regulation and cognitive strategy use were not found to be significant predictors of academic achievement. Finally, suggestions that may help alleviate the problem were forwarded.},
year = {2015}
}
TY - JOUR T1 - The Effect of Self-Regulated Learning Strategies and Self-Efficacy on Academic Achievement of Primary School Students AU - Molla Haftu Shaine Y1 - 2015/04/30 PY - 2015 N1 - https://doi.org/10.11648/j.pbs.20150403.14 DO - 10.11648/j.pbs.20150403.14 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 107 EP - 115 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20150403.14 AB - A random sample of 169 students (42 males and 127 females) taken from Degol primary school participated in this study. Data were collected using different scales to assess the predictive powers of self-efficacy, self-regulation, and cognitive strategy use to academic achievement. Correlational analysis revealed that all the relationships were significant and in the expected directions. The multiple regression analysis evidenced that self-efficacy, self-regulation, and cognitive strategy use variables jointly explained 44.8% of the variances in academic achievement. The result of stepwise regression analysis (forward method) suggested that the only significant predictor variable to academic achievement of primary school students was self-efficacy. Self-regulation and cognitive strategy use were not found to be significant predictors of academic achievement. Finally, suggestions that may help alleviate the problem were forwarded. VL - 4 IS - 3 ER -
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