%0 Journal Article
%T Self
%A Bm Alom
%A Lorraine Graham
%A Narelle English
%A Nives Nibali
%A Patrick Griffin
%A Susan-Marie Harding
%A Zhonghua Zhang
%J Australian Journal of Education
%@ 2050-5884
%D 2019
%R 10.1177/0004944119830153
%X Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students¡¯ self-regulated learning, counteracting ability-related associations
%K Self-regulation
%K self-regulated learning
%K learning differences
%K age-related differences
%K assessment
%U https://journals.sagepub.com/doi/full/10.1177/0004944119830153