In terms of SD, SR, or academic achievement, gender was not a significant predictor.
Different grade levels and/or ethnicities of the students in the samples may explain the lack of gender effects.

University of Minnesota - Twin Cities

•	Focusing on learning processes leads to higher achievement than focusing on performance outcomes.

•	The SR factor significantly predicted students' GPA and performance on a standardized test (VSOL), but not by their SD. 

•	A theoretical perspective from SR suggests that performance outcomes and learning processes can be helpful during repetitive practice. The mastery of a skill results from students' learning processes, so it makes sense to shift to processes that enhance their performance, such as ignoring distractions and controlling impulses. Students who focus on performance outcomes at the point of automaticity outperform students who focus on only learning processes. It is, however, necessary to use dynamic assessment methods over a long period of time when studying that topic using SD processes.


Findings of comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement in theoretical Issues

Zimmerman, B., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 145-155. https://doi.org/10.1016/j.cedpsych.2014.03.004

Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement

The study provided the first evidence that there is a difference in academic achievement between SD and SR based on the learning/performance distinction. Because of the well-established distinction between learning and performance processes, this finding allows for an integrated approach to self-regulation research based on two relatively separate streams.

The importance of finding the SR factor predicted sizable amounts of variance in students’ GPA and performance on a standardized test (VSOL) whereas their SD did not

Findings on gender issues

The present study demonstrated that SR questionnaires with a multi-method, multi-source array of sources could predict students' achievement. Even though this study is descriptive, it provides educators with empirical support for identifying poorly regulated students and diagnosing dysfunctions in the learning and motivation processes of these students. The use of questionnaires as measures of causality between SR processes and academic performance is limited even when teacher reports are included with student self-reports

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