Analyzing the Relationship Between Academic Achievement and Self-Regulated Learning Ability: Assessment by Viewpoint Based on Self-Evaluations From Students Enrolled in the Electrical Department of Technical Upper Secondary School

Abstract

This study examined the relationship between self-evaluated academic achievement based on the viewpoint assessment via an evaluation in the specialized subject taught at the Electrical Department of Technical Upper Secondary School and the self-adjustment learning ability. A total of 676 students at the T prefectural Electrical Department of Technical Upper Secondary School completed self-reported questionnaires. A series of surveys were conducted, followed by a covariance structure analysis. We found and interpreted the five following factors: “metacognition,” “learning strategies,” “self-evaluation of academic achievement,” “recognition of task value,” and “proactive learner attitude as a member of society.” “Self-evaluation of academic achievement” and “proactive learner attitude as a member of society” were correlated with .64. “Metacognition” showed a high positive path to “self-evaluation of academic achievement” and “proactive learner attitude as a member of society.” “Learning strategies” showed a positive path to “proactive learner attitude as a member of society.” “Recognition of task value” showed a positive path to “self-evaluation of academic achievement” and “proactive learner attitude as a member of society.” The findings suggested that learning strategies played important roles in increasing learning independence. As a result of comparing the average values of each school year within each of the five factors via analysis of variance, the average value of metacognition was lower than those of the other factors. The guidance and support of learning activities that exercise metacognition was the academic ability of Technical Upper Secondary School students. This finding may help improve their learning strategies.