Future research should include real-time measures of SR along with student and teacher questionnaires to predict academic outcomes. As students engage in homework and instruction, the results should help target and monitor SR processes

University of Minnesota - Twin Cities

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

Implications for learning and instruction

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

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