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Education Research International
Volume 2013 (2013), Article ID 272560, 18 pages
Research Article

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

1Graduate School of Applied and Professional Psychology (GSAPP), Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854-8020, USA
2Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA
3Deerfield Public Schools District 109, Deerfield, IL 60015, USA

Received 14 August 2012; Revised 12 October 2012; Accepted 19 October 2012

Academic Editor: Bracha Kramarski

Copyright © 2013 Timothy J. Cleary and Peter Platten. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Four high school students received 11 weeks of a self-regulated learning (SRL) intervention, called the Self-Regulation Empowerment Program (SREP), to improve their classroom-based biology exam scores, SRL, and motivated behaviors. This mixed model case study examined the correspondence between shifts in students’ strategic, regulated behaviors with their performance on classroom-based biology tests. The authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., self-report questionnaires, teaching rating scales) and gathered SRL data during the intervention using field note observations and contextualized structured interviews. This multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students’ biology test performance relative to their SRL processes. Key themes in this study included the following: (a) the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b) individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c) the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.