Strategies for learning and academic achievement of secondary school students

Abstract

Relationship between learning strategies and academic achievement was
studied. In addition, it explored whether there were any differences between
high and low achievers, males and females, and science and humanities’ students
in using learning strategies. Findings revealed that academic achievement was
significantly correlated with academic self‐efficacy, organization, and metacognitive
self‐regulation. High achievers differed from low achievers in using
organization, and meta‐cognitive self‐regulation. In control of learning beliefs
and rehearsal, significant gender differences exited. Science group students
significantly differed from humanities students in academic self‐efficacy,
elaboration, and critical thinking.