Work

The mediating role of self-regulated learning strategies in the intelligence and academic achievement Nexus

Year: 2025

Type: article

Abstract: The literature in the previous research establishes the relationship between academic achievement and intelligence. However, the influence of personal factors, such as self-regulated learning strategies (SRLS), on this relationship remains under-explored. Self-regulated learning strategies comprising metacognitive, cognitive, motivational, behavioral, and emotional components represent a dynamic process through which students actively regulate their learning. This study investigates the mediating role of self-regulated learning strategies in the relationship between intelligence and academic achievement. In this quantitative, non-experimental study, 133 high school students (secondary level) (9th std and 10th std) in the state of Kerala, India, completed the Malins Intelligence Scale for Indian children (MISIC) and self-regulated learning strategies scale. Academic achievement scores were student's exam scores. The findings indicate that self-regulated learning techniques influence the intelligence-academic achievement link, emphasizing their importance in students' academic performance. The study emphasizes the importance of encouraging self-regulated learning mechanisms in educational practices to improve academic achievement and addresses research gaps in the Indian setting.

Source: Social Sciences & Humanities Open

DOI: 10.1016/j.ssaho.2025.101569

Authors: V.M. Shamla, C. Jayan

Institutions: University of Kerala, University of Calicut

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,180