Self-regulation of learning and its relationship with academic performance in high school students in Mexico.

Abstract

The objective of this work is to describe self-regulation of learning in Mexican high school students and determine whether it is related to academic performance. To do so, a quantitative study was developed, with a non-experimental design, cross-sectional and descriptive and correlational scope. 1963 students participated, and were administered the Learning Self-Regulation Scale. A moderately high development in self-regulation of learning was identified, with the main strength being motivation and attitude towards learning, and the main limitation being self-assessment and metacognitive regulation. The lack of relationship between self-regulation of learning and academic performance was observed. The results are discussed, proposing strategic scenarios for quality education in 2030.