[CPCN Seminar] Individual Differences in Learning v Achievement: What Self-Regulation Predicts and What’s Next

Apr 14, 2017


Anahid Modrek


Psychology Room 1312


What makes some students more effective learners and better academic performers than others? Is the answer identical with respect to learning and academic achievement, or do the contributing factors differ? I examined two kinds of self-regulation – cognitive regulation and behavior regulation – as predictors of individual differences in middle-school students’ learning and academic achievement. Across several studies, cognitive regulation predicted learning effectiveness on inquiry learning, whereas behavior regulation predicted academic achievement (assessed by state-administered standardized achievement tests). Longitudinal analyses, however, suggested that it is indeed cognitive regulatory processes, not behavior regulation, that predict learning effectiveness, which in turn predict improvement on both Math and English state standardized test scores.


Dept. of Psychological & Brain Sciences, UCSB