Identifying Self-Regulated Learning Patterns in High-Performing Students

Abstract

Objective: The aim of this study was to identify the self-regulated learning patterns in high-achieving students.

Methods and Materials: This qualitative study employed semi-structured interviews for data collection. A total of 21 high-achieving students from schools in Tehran were purposively selected. Data were analyzed using NVivo software and thematic analysis. Participants identified three main themes in self-regulated learning, including: 1) learning planning patterns, 2) self-monitoring strategies, and 3) academic strategies.

Findings: The findings revealed that high-achieving students actively utilized strategies such as precise time planning, clear goal setting, continuous self-assessment, and using various support resources. Additionally, students employed strategies like self-evaluation and goal adjustment to monitor their progress. Academic strategies, such as using active learning methods and stress management, were also prevalent among these students.

Conclusion: The results indicate that self-regulated learning plays a crucial role in the academic success of high-achieving students. Developing self-regulation skills can contribute to improving students' academic performance, and it is recommended that teachers and educators design programs to enhance these skills in schools.