The relationship between

Secondary School
Students’ Self-Regulated
Learning Skills and
Chemistry Achievement

Abstract. Self-regulated learning skills Şenol Şen

(such as goal setting, organizing environ-
ment and time, seeking help and self-eval-
uation) are critical for students to be able to
successfully and meaningful learn abstract
concepts such as reduction, oxidation and
electrolysis. The purpose of this research
was to examine the relationships between
self-regulated learning skills and chemistry
achievement in Turkish secondary school
students. Therefore, a structural equa-
tion model was developed and tested to Introduction
model the relationships among task value,
control of learning beliefs, performance- Self-regulation develops in social settings according to social cognitive
approach goals, mastery-approach goals, theory and it is internalised by individuals through time. Bandura (1986)
self-efficacy for learning and performance,
defines self-regulation as individuals’ observation of their own behaviour
metacognitive learning strategies, time
and study environment management, and their making judgements by making comparisons according to their
effort regulation, and achievement in criteria, and regulating their behaviours again according to their criteria when
electrochemistry. Data was collected from necessary. Self-regulation is individuals’ thoughts, feelings and behaviours,
481 secondary school students through which emerge in a planned and cyclical way, which individuals develop to
administration of the Achievement Goal
attain their personal goals (Zimmerman, 2000). Pintrich (1999), however,
Questionnaire, the Motivated Strategies for
Learning Questionnaire and the Electro- describes self-regulation as an active and constructive process, in which
chemistry Concept Test. The results showed learners identify their learning goals, monitor and regulate their cognition,
that students’ task value, performance-ap- motivation and behaviour. Self-regulation contains cognitive, metacogni-
proach goals, and time and study environ- tive and motivational components. Therefore, self-regulated learners play
ment management significantly positively
active roles in the learning process metacognitively, motivationally and
correlated with achievement. Path analysis
demonstrated that metacognitive learning behaviourally, they set their own learning goals, and they control the process
strategies, mastery-approach goals, and ef- (Zimmerman, 2000). The cognitive component of self-regulation is associated
fort regulation were predictors of students’ with strategies learners use in performing a task. The strategies may be in
time and study environment management. the form of rehearsal (reciting or naming items from a list), elaboration (in-
Moreover, effort regulation, metacognitive
terpret, summarize, simulate and take notes) and organisation (grouping or
learning strategies, and mastery-approach
goals were found to have indirect effects, classification, outlining, identifying the main idea). Motivational component
which were mediated by time and study contains students’ beliefs about their skills such as self-efficacy and task value.
environment management. Metacognitive component involves setting goals, students’ monitoring their
Key words: chemistry achievement, progress through self-reflection (Ramdass & Zimmerman, 2011).
direct and indirect effects, self-regulated
In the literature, the relationship between learning strategies and mo-
learning skills, secondary school students,
path model. tivational components (task value, control of learning beliefs, goal orienta-
tion, and self-efficacy) has been explored in several studies (Alpaslan, 2016;
Pintrich, 1999; Pintich & DeGroot, 1990; Pintrich & Schunk, 2002; Yumuşak,
Sungur, & Çakıroğlu, 2007; Zusho, Pintrich, & Coppola, 2003). Thus, in this
Şenol Şen
Hacettepe University, Turkey
research, students’ task value, control of learning beliefs, goal orientation, and
self-efficacy were examined in relation to their use of metacognitive learn-
ing strategies, effort regulation, time and study environment management,
and chemistry achievements. Self-efficacy for learning and performance

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ISSN 1648–3898 The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
(P. 312-324)

(expectancy component) contains learners’ expectancy for success and for self-efficacy. Expectancy for success
includes performance-based expectancy mostly and it is related especially with task performance. Expectancy for
self-efficacy is the self-appraisal of ability to perform a task (Pintrich, Smith, Garcia & McKeachie, 1991). A student
can have self-efficacy of differing levels in differing topics, or he/she can have self-efficacy of differing levels in
differing situations or settings. It is thought that the environment influences self-efficacy and that it influences the
environment. It is also thought that students with high level of self-efficacy tend to control the stimulants coming
from the environment and distracting them in their efforts to perform their task of learning. Students considering
themselves competent in fulfilling a task and having self-confidence in terms of their capabilities are more suc-
cessful (Bandura, 1997; Schunk, 1991).
The second motivational component in this research is beliefs in task value. Task value is different from goal
orientation. Task value includes students’ beliefs in their evaluations of how interesting, how important and how
useful a task is. (What do I think of this task?). Goal orientation, on the other hand, demonstrates students’ reasons
for why they have participated in a task (Why am I doing this?). High task value assures more participation in
learning process. Another motivational component included in this research is the variable of control of learning
beliefs. Control of learning beliefs are learners’ beliefs that their efforts for learning will yield positive outcomes.
Students with high level of control of learning beliefs believe that learning outcomes depend on their own efforts,
not on external factors such as the teacher. On encountering failure, such students do not accuse their teacher
of their own failure, but they think that it is connected with their efforts. If students believe that their own efforts
cause big differences in their learning process as in this case, they are more like to study in a more strategic and
effective way (Pintrich et al., 1991).
The final motivational component included in this research is goal orientation. Goal orientation is students’
perceptions of their reasons for why they have engaged in a learning task (Pintrich et al., 1991). Goal orientation
can be defined as individuals’ goals when approaching, engaging in and responding to achievement situations.
Goal theorists describe two types of goal orientation- namely, mastery goals and performance goals (Zusho et al.,
2003). Students with mastery goals make more efforts and are more persistent, and they use effective cognitive and
metacognitive learning strategies in fulfilling challenging tasks. However, students with performance goals display
behaviours and strategies to support achievement less frequently (Zimmerman & Schunk, 2008). Performance goals
are divided into performance approach and performance avoidance; and mastery goals are divided into mastery
approach and mastery avoidance. While performance approach goals involve such as outpacing others and be-
ing the best, performance avoidance goals involve such as avoiding being ordinary and appearing stupid. While
mastery approach goals target learning and in-depth understanding, mastery avoidance goals emphasise failure
to learn, and misunderstanding (Dweck & Leggett, 1988; Elliot & McGregor, 2001; Elliot & Reis, 2003).
One of the variables included in this research is metacognitive self-regulation. Metacognition is related with
awareness, knowledge and control of cognition. There are three general metacognitive self-regulatory activities:
planning, monitoring, and regulating of one’s cognitive activities. Planning activities such as goal setting and task
analysis help to activate prior knowledge to enable understanding a topic more easily. Planning activities include
the processes of goal setting, task analysis, strategy preference and decision-making. Monitoring activities, on the
other hand, include individuals’ monitoring their attention while reading, self-testing and questioning. These activi-
ties enable learners to understand the material and help them to integrate the new knowledge with the previous
knowledge. Monitoring activities contain the process of monitoring the process by considering mastery goals.
Regulating means continually adjusting individuals’ cognitive activities. Regulating activities contain individuals’
adjustment process on cognitive activities based on learners’ monitoring stage. It is assumed by researchers that
regulating activities will help learners to adjust and control their behaviours in the process, and thus will raise their
performance. Self-regulated learners can regulate their time and study environments by managing them. Students
managing their time and study environments make programmes, regulate their planning, and study time. They try
to find how to benefit from time in the most efficient way in attaining their goals. Apart from regulating their study
time, those students also set realistic goals by trying to use their study time effectively. Management of study envi-
ronment is regulation of space where they do classroom work. Ideally, learners’ study environment should be neat
and quiet, and there should not be visual and auditory distracting factors. Self-regulation includes effort regulation
(effort management). The latter can be defined as students’ persistence and resilience on encountering a difficult
or challenging task. Effort management depends on task value and commitment to goals. Self-regulated learners
tend to keep their efforts and attention when they face uninteresting tasks or distractions. Effort management
is self-management, and it shows individuals’ determination to attain their goals despite difficulties and distrac-

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The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
ISSN 1648–3898
(P. 312-324)

tions available in their environment. Effort management does not only reflect learners’ determination to attain
their goals, but it also influences their use of learning strategies. For this reason, effort management is important
in academic achievement (Pintrich et al., 1991).

Research Focus

This research has made an attempt at analysing the correlations between students’ task value, control of
learning beliefs, goal orientation, self-efficacy, metacognitive learning strategies, time and study environment
management, effort regulation, and achievement in electrochemistry through path model. Thus, task value, con-
trol of learning beliefs, goal orientation, and self-efficacy were identified as the motivational components in the
research. Besides, students’ achievement was determined in the topic of electrochemistry in the chemistry course.
The reason for this was that electrochemistry is difficult to learn since it contains abstract concepts (Bojczuk, 1982;
Lin, Yang, Chiu, & Chou, 2002; Osman & Lee, 2014). Therefore, it was found in several studies that learners had mis-
conceptions in this respect (Brandriet, 2014; Garnett & Treagust, 1992; Sanger & Greenbowe, 1997; Sulcius, 2014;
Şeşen & Tarhan, 2013; Şen, Yılmaz, & Geban, 2015). Literature review showed that the studies conducted in relation
to mastery goals were mostly on mastery (or learning) and performance goals. This present research, however,
analyses the correlations between mastery approach and performance approach goals and achievement and other
variables. Veenman, Van-Hout-Wolters and Afflerbach (2006) emphasise the need for analysing the correlations
between students’ metacognition, contextual factors and motivation in different cultures and countries, and they
state that theoretical models of metacognition can be developed in this way. Students’ use of self-regulatory skills
can differ even in different lessons depending on academic tasks. This research analyses the correlations between
Turkish high school students’ achievement and their motivational variables and metacognitive strategies. During
the analyses, the direct and indirect effects of the variables were examined, and efforts were made to find whether
the variables had any mediating effects. The proposed structure of the model is shown schematically in Figure 1.
The hypotheses of research are as follows:
H1, H2, H3, H4, and H5: Students’ task value (TV) will be a positive predictor of self-efficacy for learning
and performance (SELP), effort regulation (ER), achievement in electrochemistry (ACH), mastery approach
goals (MAG) and performance approach goals (PAG).
H6, H7, and H8: Students’ control of learning beliefs (CLB) will be a positive predictor of mastery approach
goals (MAG), self-efficacy for learning and performance (SELP), and performance approach goals (PAG).
H9, H10, H11, and H12: Students’ performance approach goals (PAG) will be a positive predictor of mastery
approach goals (MAG), effort regulation (ER), achievement in electrochemistry (ACH), and metacognitive
learning strategies (MSR).
H13 and H14: Students’ mastery approach goals (MAG) will be a positive predictor of metacognitive
learning strategies (MSR) and time and study environment management (TSEM).
H15: Students’ metacognitive learning strategies (MSR) will be a positive predictor of time and study
environment management (TSEM).
H16 and H17: Students’ self-efficacy for learning and performance (SELP) will be a positive predictor of
metacognitive learning strategies (MSR) and effort regulation (ER).
H18 and H19: Students’ effort regulation (ER) will be a positive predictor of time and study environment
management (TSEM) and achievement in electrochemistry (ACH).
H20: Students’ time and study environment management (TSEM) will be a positive predictor of achieve-
ment in electrochemistry (ACH).
H21: The relationship between achievement in electrochemistry (ACH) and task value (TV) will be medi-
ated by effort regulation (ER) and performance approach goals (PAG).

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ISSN 1648–3898 The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
(P. 312-324)

Figure 1: The proposed model.

Methodology of Research

Sample of Research

A total of 481 high school students took part in the research. Participation by the students was voluntary.
The students were in 16-20 age range, and the average age was 17.5 (SD=1.17). In addition, 197 of the participants
were girls, whereas 284 were boys.

Instruments

Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ was developed by Pintrich et al. (1991) to anal-
yse university students’ motivation and their use of different learning strategies for their courses at university. The
questionnaire was adapted into Turkish by Büyüköztürk, Akgün, Özkahveci and Demirel (2004), and was piloted
on secondary school students by Şen (2015). It is a 7-pointed Likert type questionnaire. Administering the ques-
tionnaire took approximately 20-30 minutes. The MSLQ includes two parts: motivation and learning strategies.
The motivation part contains 31 items and 6 sub-scales while the learning strategies part contains 50 items and 9
sub-scales. The subscales of questionnaire are modular and can be used either fully or selected subscales for the
purpose of the research. In this research, task value (TV), control of learning beliefs (CLB), self-efficacy for learn-
ing and performance (SELP), metacognitive learning strategies (MSR), time and study environment management
(TSEM) and effort regulation (ER) subscales were used. The reliabilities for the subscales and sample items were
presented in Table 1.

Table 1. Sample items and reliabilities for the subscales of MSLQ.

Cronbach’s
Scale Sample item
alpha

Task Value I like the subject matter of this course. .88

Control of Learning Beliefs It is my own fault if I do not learn the material in this course. .77

Self-efficacy for Learning and Performance I expect to do well in this class. .89

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The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
ISSN 1648–3898
(P. 312-324)

Cronbach’s
Scale Sample item
alpha

Metacognitive Learning Strategies When reading for this course. I make up questions to help focus my reading. .87

Time and Study Environment Management I make good use of my study time for this course. .79

Effort Regulation I work hard to do well in this class even if I do not like what we are doing. .78

Achievement Goal Questionnaire (ACQ). AGQ developed by Elliot and McGregor (2001) to assess achievement
goals. ACQ was translated and adapted into Turkish by Şenler and Sungur (2007) for elementary school students
and piloted on secondary school students by Şen (2015). Responses were scored using a 7-point Likert-type
scale. The AGQ is composed of four subscales, namely mastery-approach goals, performance-approach goals,
mastery-avoidance goals, and performance-avoidance goals. In this research, mastery-approach goals (MAG) and
performance-approach goals (PAG) subscales were used. The reliabilities for the subscales and sample items were
presented in Table 2.

Table 2. Sample items and reliabilities for the subscales of ACQ.

Cronbach’s
Scale Sample item
alpha

I want to learn as much as possible .83

Mastery-approach Goals (MAG)
from this class.
My goal in this class is to get a better .60
Performance-approach Goals (PAG)
grade than most of the other students.

Electrochemistry Concept Test (ECT). Electrochemistry concept test used in this research was developed by Şen
(2015). The ECT is three tier and it contains 19 items. The first tier of the test items is composed of multiple-choice
questions with five alternatives. The second tier is about the reasons for the responses given to the questions in
the first tier, and the students are asked to choose from five alternatives. The third tier was used to check whether
the participants were confident in terms of their answers in the first and second tiers. The questions were about
such topics as reduction, oxidation, electrodes, electrochemical cells, galvanic cells, concentration cells, electrolysis,
and Faraday’s laws. In scoring the ECT, the students who answered the first and second tiers correctly and who
were confident in the third tier in terms of their answers in the first and second tiers received one point for each
question. Those students who incorrectly answered the questions in the first or second tier or in both tiers received
zero point. Moreover, those students who answered the questions in the first and second tiers correctly but who
were not confident in the third tier also received zero point. Following the analysis performed for test reliability,
Cronbach Alpha internal coefficient was found to be 0.81.

Data Analysis

The data obtained in this research were analyzed by using both descriptive statistics and structural equation
model. Descriptive statistics (mean, standard deviation, skewness, and kurtosis) were used to explore the students’
profiles about achievement in electrochemistry and self-regulated learning skills. Firstly, the relationships between
variables of the research were evaluated using Pearson correlation analysis and then structural equation modeling.
In addition, structural equation modeling was used for the hypothesis testing.

Results of Research

Mean, standard deviations, and correlations among task value, control of learning beliefs, goal orientation,
self-efficacy, metacognitive learning strategies, time and study environment management, effort regulation and
achievement in electrochemistry are shown in Table 3. It is clear from skewness and kurtosis values that the data
are normally distributed. On examining the correlations between the variables in the research, it was found that
all the variables had positive and significant correlations between them.

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Skills and Chemistry Achievement
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Table 3. Descriptive statistics and correlations among variables of the research.

Variables 1 2 3 4 5 6 7 8 9

1. ACH

2. TV .55(**)

3. CLB .48(**) .72(**)

4. SELP .43(**) .79(**) .73(**)

5. MAG .49(**) .48(**) .52(**) .43(**)

6. PAG .49(**) .43(**) .45(**) .38(**) .56(**)

7. TSEM .47(**) .49(**) .53(**) .47(**) .59(**) .51(**)

8. ER .49(**) .72(**) .64(**) .65(**) .45(**) .49(**) .50(**)

9. MSR .50(**) .52(**) .54(**) .51(**) .55(**) .51(**) .74(**) .46(**)

Mean 10.49 26.02 17.33 33.61 13.92 12.84 33.45 17.95 51.99
SD 4.69 8.76 5.84 10.64 4.37 4.36 9.49 5.65 13.85
Skewness -.29 -.01 -.20 -.07 -.18 -.24 -.06 -.14 -.11
Kurtosis -.82 -1.04 -.91 -.97 -.94 -.90 -1.04 -.94 -1.13
**Correlation is significant at the .01 level (2-tailed)

Path analysis was employed in analysing the correlations between variables in the research. A close examina-
tion of the data following the analyses made it clear that the fit indices for the conceptual model fitted the data very
well. Yet, it was found that the path between effort management and students’ achievement was not significant in
the research (Hypothesis 19 is rejected). In consequence of the analyses, the non-significant path which was not
available in the model was removed from the model, and the new model was tested (Figure 2). The fit indices for
both the conceptual model and the alternative model are shown in Table 4.

Table 4. The fit indices of conceptual and alternative models.

Model χ2 df χ2 /df RMSEA CFI GFI AGFI NFI NNFI

Conceptual Model 49.70 15 3.31 .070 .99 .98 .93 .99 .98
Alternative Model 51.36 16 3.21 .068 .99 .98 .93 .99 .98

On examining Table 4, the fit indices for the alternative model may be said to be better (χ2 = 51.36, χ2 /df=3.21
RMSEA=.068, CFI=.99, GFI=.98, AGFI=.93, NFI=.99, and NNFI=.98) (Garver & Mentzer, 1999; Hoe, 2008; Schermelleh-
Engel, Moosbrugger, & Müller, 2003). Accordingly, it is evident that the RMSEA and the χ2 /df values were better
in the alternative model than the conceptual model.
In the alternative model, the findings indicated that task value was a significant positive predictor of self-
efficacy for learning and performance (β=.56), effort regulation (β=.48), achievement in electrochemistry (β=.36),
mastery approach goals (β=.13) and performance approach goals (β=.21) (Figure 2) (Hypothesis 1, Hypothesis 2,
Hypothesis 3, Hypothesis 4, and Hypothesis 5 were accepted). As seen in Figure 2, students’ control of learning
beliefs had statistically significantly a positive effect on mastery approach goals (β=.25), self-efficacy for learning
and performance (β=.33), and performance approach goals (β=.29) (Hypothesis 6, Hypothesis 7, and Hypothesis
8 were accepted). Additionally, students’ performance approach goals were statistically significantly associated
with mastery approach goals (β=.39), effort regulation (β=.22), achievement in electrochemistry (β=.25) and, use
of metacognitive learning strategies (β=.24) (Hypothesis 9, Hypothesis 10, Hypothesis 11, and Hypothesis 12 were
accepted). Mastery approach goals were statistically significantly correlated to use of metacognitive learning
strategies (β=.30) and time and study environment management (β=.21) (Hypothesis 13 and Hypothesis 14 were

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The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
ISSN 1648–3898
(P. 312-324)

accepted). In addition, the standardized path coefficient from metacognitive learning strategies to time and study
environment management was significant (β=.56) (Hypothesis 15 was accepted). Students’ self-efficacy for learn-
ing and performance was statistically significantly associated with metacognitive learning strategies (β=.29) and
effort regulation (β=.19). While the standardized path coefficient from effort regulation to time and study environ-
ment management was found to be significant (β=.14), the standardized path coefficient from effort regulation
to achievement in electrochemistry was found to be not significant (β = .06, p > .05; t=1.08) (Hypothesis 18 was
accepted and Hypothesis 19 was rejected). Additionally, time and study environment management was statistically
significantly associated with achievement in electrochemistry (β=.17) (Hypothesis 20 was accepted). The indirect
effects of task value on achievement in electrochemistry mediated by effort regulation and performance approach
goals were statistically significant (Hypothesis 21 was accepted).

Figure 2: Path Coefficients in Alternative Model.

In the alternative model, performance approach goals, time and study environment management, and task
value were accounted for 40% of the variance in achievement in electrochemistry scores. In the model, task value
and control of learning beliefs were accounted for 68% of the variance in students’ self-efficacy for learning and
performance. Moreover, 43% of the variance in metacognitive learning strategies was explained by self-efficacy
for learning and performance, performance approach goals, and mastery approach goals. Additionally, task value
and self-efficacy for learning and performance, and performance approach goals were accounted for 58% of the
variance in effort regulation. Metacognitive learning strategies, effort regulation, and mastery approach goals were
explained 61% of the variance in time and study environment management. Finally, 41% of the variance in mastery
approach goals was explained by performance approach goals, control of learning beliefs and task value. Further
examination of the model revealed that the covariance between task value and control of learning beliefs is .72.
Standardized direct, indirect, and total effects’ coefficients of the study variables were presented in Table 5. As
seen in Table 5, task value is indirectly associated with time and study environment management (β=.29), achieve-
ment in electrochemistry (β=.10), mastery approach goals (β= .08), metacognitive learning strategies (β=.28),
and effort regulation (β=.15). Additionally, control of learning beliefs is indirectly associated with time and study
environment management (β=.25), achievement in electrochemistry (β=.12), mastery approach goals (β= .11),
metacognitive learning strategies (β=.27), and effort regulation (β=.13). The strongest total indirect effect from
variables of the study on achievement in electrochemistry is from control of learning beliefs (β=.12).

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Skills and Chemistry Achievement
(P. 312-324)

Table 5. Statistically significance direct, indirect, and total effects in the alternative model.

Variables TV CLB SELP MAG PAG

Direct .36 - - - .25

ACH Indirect .10 .12 .03 .006 .05
Total .46 .12 .03 .006 .30
Direct - - - .21 -
TSEM Indirect .29 .25 .19 .17 .31
Total .29 .25 .19 .38 .31
Direct .56 .33 - - -
SELP Indirect - - - - -
Total .56 .33 - - -
Direct .13 .25 - - .39
MAG Indirect .08 .11 - - -
Total .21 .36 - - .39
Direct .21 .29 - - -
PAG Indirect - - - - -
Total .21 .29 - - -
Direct - - .29 .30 .24
MSR Indirect .28 .27 - - .11
Total .28 .27 .29 .30 .35
Direct .48 - .19 - .22
ER Indirect .15 .13 - - -
Total .63 .13 .19 - .22

Discussion

This research analysed the correlations between Turkish high school students’ achievement in electrochemistry
and the variables such as task value, control of learning beliefs, performance-approach goals, mastery-approach
goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment
management, and effort regulation through path analysis. It was found that achievement was not directly affected
by effort regulation in the conceptual model constructed based on the literature in consequence of the analyses.
Because the path between effort regulation and achievement was statistically significant, the alternative model,
which did not have this path, was tested. The fit indices for the alternative model displayed goodness-of-fit (χ2 =
51.36, χ2 /df=3.21 RMSEA=.068, CFI=.99, GFI=.98, AGFI=.93, NFI=.99, and NNFI=.98) (Garver & Mentzer, 1999; Hoe,
2008; Schermelleh-Engel, Moosbrugger, & Müller, 2003). In the literature, there are a few studies about students’
chemistry achievement and self-regulated learning skills. For example, the study conducted by Uzuntiryaki Kondakçı
and Senay (2015) revealed that students with higher chemistry self-efficacy for cognitive skills are more likely to
perform better in chemistry achievement. Cheung (2015) found that students who used deep learning strategies
tended to have higher levels of chemistry self-efficacy. In addition, Taasoobshirazi and Glynn (2009) found in
consequence of path analysis that students’ chemistry self-efficacy affected their strategy use and chemistry self-
efficacy was indirectly associated with problem-solving success.
In consequence, positive correlations were found between students’ task value, self-efficacy for learning and
performance, effort regulation, achievement in electrochemistry, mastery approach goals, and performance ap-
proach goals. Additionally, it was also found that task value did not have direct effects on metacognitive learning
strategies. However, task value was found to have indirect effects on metacognitive self-regulation (β=.28). The
similar results were obtained in studies available in the literature. Al-Harthy, Was, and Isaacson (2010) found in

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The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
ISSN 1648–3898
(P. 312-324)

consequence of path analysis that task value was positively correlated with performance avoid goal orientation and
with mastery goals. Students’ task values are correlated with deep learning strategies (elaboration, organisation,
etc.) and academic achievement (Pintrich & Schunk, 2002). De Backer and Nelson (1999) state that there are direct
correlations between task value and learners’ achievement goals. Wolters, Yu and Pintrich (1996) examined the
correlations between students’ achievement goals (mastery goals, performance approach goals, and performance
avoidance goals) and motivation. It was found at the end of the study that students’ task value had a positive cor-
relation with mastery and performance approach goals and a negative correlation with performance avoidance
goals. Liem, Lau and Nie (2008) found that task value predicted achievement goals and that there were positive
correlations with mastery goals and performance goals. Some other studies in the literature found positive cor-
relations between mastery goals and task value (Bong, 2004; Hulleman, Durik, Schweigert, & Harackiewicz, 2008).
This current research has found positive correlations between self-efficacy and task value. Other studies available
in the literature also found positive correlations between self-efficacy and task value (Cole & Denzine, 2004; Eccles
& Wigfield, 2002; Senler & Sungur. 2009).
It was found in consequence of path analysis at the end of the research that there were positive and significant
correlations between control of learning beliefs, mastery approach goals, self-efficacy for learning and performance,
and performance approach goals. Control of learning beliefs had the greatest direct effects on self-efficacy for learn-
ing and performance. On examining the indirect effects of control of learning beliefs, it was found that the greatest
indirect effects were on metacognitive learning strategies (β=.27) and on time and study environment management
(β=.25). It was found in the literature that students’ control of leaning beliefs influenced their goal orientation (Valle
et al., 2003). Students with high self-efficacy and control of learning beliefs set more challenge goals, use different
strategies; and if the old strategies do not work, they find new strategies and make more efforts to perform their
task (Hoy, 2004). Sungur (2007) points out that control of learning beliefs directly influence metacognitive strategy
use and self-efficacy, whereas they indirectly influence effort regulation and metacognitive strategy use. Paulsen
and Gentry (1995) found that students’ academic achievement (final grade) had significant correlations with time,
study environment management and effort regulation, metacognitive strategy use and motivation (intrinsic and
extrinsic goal orientation, task value, control of learning, test anxiety, and self-efficacy).
This research analysed the correlations between students’ mastery goals and performance goals and other
variables, and in consequence, it found that mastery approach goals did not have direct effects on achievement
but that performance approach goals had direct effects. It was found in the literature that there were no positive
correlations between students’ performance approach goals and cognitive and metacognitive learning strategies
(Liem et al., 2008; Wolters et al., 1996). This research, however, found that performance approach goals predicted
students’ achievement in electrochemistry. According to Al-Harthy et al. (2010), students with performance ap-
proach goals are anxious about their grades and they wish to be better than others are. Therefore, such students
would need higher order metacognitive self-regulatory skills to enable them to use learning strategies in attaining
their goals. Al-Harthy et al. (2010) point out that there are positive correlations between mastery goals and meta-
cognitive self-regulation. Schraw, Horn, Thorndike-Christ and Burnig (1995) evaluated the correlations between
achievement goals and metacognitive strategy use. In consequence, they found that students having mastery
goals had high metacognitive awareness and high level of knowledge of cognition, and that they used different
learning strategies more effectively. Yet, Wolters, Yu and Pintrich (1996) found that not only mastery goals but also
performance goals predicted the use of metacognitive strategies. Other research studies in the literature also found
similarly that students having mastery goals used deep cognitive and metacognitive learning strategies more, and
that students having performance goals preferred rather superficial learning strategies more (Coutinho, 2007;
Mousoulides & Phillippou, 2005; Somuncuoğlu & Yıldırım, 2001). Shih (2005a; 2005b) pointed out that mastery
goals and performance approach goals were positive predictors of metacognitive strategy use. Vrugt, Oort and
Zeeberg (2002) found in their research that mastery and performance approach goals were significant predictors
of deep cognitive and metacognitive strategy use.
This research found that metacognitive learning strategies predicted students’ time and study environment
management significantly. In addition to that, this research also found that there were positive and significant cor-
relations between self-efficacy and metacognitive self-regulation and effort management. While there were direct
effects of time and study environment management on achievement, there were indirect effects of self-efficacy,
effort management and metacognitive self-regulation. On examining the indirect effects, it was found that meta-
cognitive learning strategies had the greatest indirect effect. Pintrich et al. (1991) say that self-regulated students
can manage both their time and study environment, and that they can regulate them. This research also found that

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Skills and Chemistry Achievement
(P. 312-324)

students’ effort management had direct effects on their time and study environment management but indirect
effects on achievement (β=.02). The research also found that students’ self-efficacy did not have direct effects on
achievement. While significant effects were found between self-efficacy and achievement in some studies in the
literature (Pajares & Miller, 1994; Randhawa, Beamer, & Lundberg, 1993), no such findings were obtained in some
other studies (Bandalos, Yates, & Thorndike-Christ, 1995; Benson, Bandalos, & Hutchinson, 1994; Norwich, 1987).
Motivation has important effects on students’ use of metacognitive learning strategies (Al-Ansari, 2005; Coutinho,
2007; Neber & Schommer-Aikins, 2002; Pintrich & De Groot, 1990; Shu-Shen, 2002; Sungur & Şenler, 2009; Tung-
hsien, 2004; Valle et al., 2003). In studies concerning self-efficacy, on the other hand, it was found that self-efficacy
played an important part in their metacognition (Kanfer & Ackerman, 1989; Sungur, 2007). Students with high
self-efficacy use more metacognitive learning strategies than those with low self-efficacy (Bouffard-Bouchard,
Parent, & Larivee, 1993; Kanfer & Ackerman, 1989). Pajares (2002) points to the fact that high levels of self-efficacy
are related with a higher frequency of use of cognitive and metacognitive learning strategies.
Analysis done exhibited that students’ time and study environment management had direct effects on
achievement. Credé and Phillips (2011), and Fallon (2006) also found that there were significant correlations
between time and study environment and effort regulation. Britton and Tesser (1991) examined the correlations
between the sub-dimensions of time management (short-range planning, time attitudes and long-range planning)
and cumulative grade point average. In consequence, they found that students’ time attitudes and short-range
planning explained 21% of the variance in their achievement. Apart from that, Garcia-Ros, Gonzales, and Hinojosa
(2004) analysed the effects of time management factors on Spanish high school students’ achievement through
multiple regression analysis. As a result, they found that time management factors were predictive of students’
achievement. Zimmerman, Greenberg and Weinstein (1994) found that time planning and management training
helped students to increase their achievement and to regulate their research time. Zimmerman and Pons (196)
state that successful students’ use more environment management than those of unsuccessful students, and that
self-regulated learners tend to re-regulate their physical environment according to their needs in the process
of learning. In Yumuşak, Sungur and Çakıroğlu (2007), however, it was found through multiple linear regression
analysis that task value, time and study environment management were significantly correlated with students’’
achievement in the biology course.

Conclusions

This current research found consequently that task value, performance-approach goals and time and
study environment management had direct effects on achievement in electrochemistry. The variable with the
greatest effect was task value (β=.36). Performance approach goals, time and study environment management,
and task value accounted for 40% of the variance in achievement in electrochemistry scores. The variable having
the greatest indirect effect on achievement in electrochemistry was control of learning beliefs (β=.12). This result
demonstrates that achievement is not dependent only on cognitive factors. Students’ self-regulatory skills should
be developed in order to raise their achievement. Students who are successful in classroom setting employ their
self-regulated learning skills more than those who are unsuccessful because self-regulated learners orientate their
learning, and they assess their own learning output. Students who take on the responsibility for their own learning
in this way can inquire each stage of their learning and thus can attain success at the desired level.
In this study, a structural equation model was used to examine the relationships among Turkish high school
students’ achievement, task value, control of learning beliefs, performance-approach goals, mastery-approach
goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment
management, and effort regulation. The results of the study showed that students who had high task value, time and
study environment management and performance approach goals obtained the highest grades in electrochemistry
concept test. Students’ self-efficacy beliefs and metacognitive learning strategies were indirectly and positively
correlated with their achievements. Because students who had high self-efficacy and metacognition engaged in
more effective self-regulated learning strategies. In addition, it was found that students’ mastery approach goals
affected achievement in electrochemistry through time and study environment management. Students who had
mastery-approach goals tended to perform better to achieve task mastery and improvement.
It was found in consequence, that such motivational variables as task value, control of learning beliefs, goal
orientations (mastery and performance approach goals) and self-efficacy had direct and indirect effects. Therefore,
teachers should motivate students in the classroom in order to raise their achievement. Teachers can do this by

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The relationship between Secondary School Students’ Self-Regulated Learning
Skills and Chemistry Achievement
ISSN 1648–3898
(P. 312-324)

providing students with options for their learning in the classroom and in learning environments and by providing
opportunities to control their learning. They can attain success at the desired level in this way.
Students’ achievement was limited to the subject of electrochemistry in this study. For this reason, achieve-
ment levels for different subjects should also be determined in order to analyze the correlations between students’
achievement in chemistry and their self-regulated learning skills. In total 481 students were included in this study.
Both the number of participants in the study group can be increased and different study groups such as university
students, primary school students can be selected for prospective studies. It was found in this study that 40% of
the variance in students’ achievement was explained by the variables considered in this study. Thus, 60% of the
variance in students’ achievement is explained by different variables. For this reason, different variables can also
be included in structural equation models to be formed in studies to be performed in the future.

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Received: April 18, 2016 Accepted: June 02, 2016

Şenol Şen PhD., Research Assistant, Hacettepe University, Faculty of Education,

Beytepe-Ankara, Turkey.
E-mail: [email protected]

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