Prior Achievement, Aptitude, and Use of Learning Strategies as Predictors of College Student Achievement

The purpose of this study was to examine the extent to which college students' learning strategies, prior achievement, and aptitude predicted course achievement. Students' final course grades were regressed on the linear combination of reported use of four self-regulated learning strategies, reliance on external sources for learning guidance, cumulative grade-point-average, and aptitude. Analyses indicated that each of the predictor variables was significantly related to course achievement and the set of variables accounted for 45% of the variance in course achievement. Because variables that are related to achievement typically are also correlated with each other, identifying the unique contributions of predictor variables is important. In this study, three variables, prior grades, Factor One of the scale (General Organization and Planning strategies), and SAT score significantly contributed to the explanation of achievement beyond that accounted for by other variables, 13.66, 2.44, and 1.93%, respectively. Of interest is that the unique contribution of General Organization and Planning was greater than that of SAT score. More importantly, organization and planning are teachable processes and instruction in this self-regulatory skill may significantly enhance student achievement. ********** Social-cognitive theory has identified self-regulation of one's learning as a key component of student achievement (Bandura, 1986; Zimmerman, 1989). Briefly, self-regulation is the active management by students of their motivations, cognitions, and behaviors to achieve their goals (Hofer, Yu, & Pintrich, 1998; Zimmerman, 1989). Self-regulated learning requires that students internalize learning and task-management strategies and mobilize and maintain when necessary (Corno, 1989, p. 112). That is, self-regulated learners seek to accomplish academic goals strategically and manage to overcome obstacles using a battery of resources (Randi & Corno, 2000, p. 251). Various studies have documented the relationship between college students' self-regulatory capabilities and achievement (see, for example, Pajares, 1996; Isaacson & Fujita, 2001; Schwartz & Gredler, 1997; Zimmerman & Bandura, 1994). Some studies, however, indicate that not all students actively guide and manage their learning (Ley & Young, 1998; Vermunt, 1992, 1995; Weinstein, 2000). Although some students with serious deficiencies in self-regulatory skills may require special programs (Ley & Young, 1998; Weinstein, 1996), others who are not underprepared may not exercise the active management and control of their learning (Rosenthal, 1990; Vermunt, 1992, 1995). Instead, they are passive learners in that the surface features of texts and lectures and general statements of their instructors guide them. Self-regulated learning is a deliberate, judgmental, adaptive process in which the learner continually makes decisions in the areas of resource allocation, meaningful practice, strategy selection, and one's efficacy (Butler & Winne, 1995). In contrast, learners in regular college classes who do not engage in the internal control and management of their learning are referred to variously as passive (Rosenthal, 1990), reproduction-directed, or engaging in external regulation (Vermunt, 1992, 1995). Rosenthal (1990) characterizes these learners as doing only what teachers tell to do. Classroom practices that contribute to the development of passive learning include requirements to determine truth through teacher verification of the right answer and teacher-directed instructive methods (chalk and talk) (Jackson, 1997). Further, the current metaphor of defining students as educational consumers also encourages a passive sense of entitlement (Hartoonin, 1997). The result can be learners who feel more comfortable following whatever the teacher decides is best for them (Rosenthal, 1990, p. …