Work

Socioeconomic Differences in the Use of Self-Regulated Learning Strategies: A Population Study

Year: 2025

Type: article

Abstract: BACKGROUND: Self-regulated learning (SRL) is a key factor in academic success, with self-regulated cognitive strategies (SRCSs) playing a central role. Identifying the factors linked to low use of SRCSs is therefore essential. Socioeconomic status (SES), a well-established predictor of multiple educational outcomes, may also influence students' engagement in SRCSs, yet very few studies have explored this issue. Grounded in the SRL framework, this study examines differences in SRCSs use across SES groups. METHODS: We analyzed data from the entire population of 10th-grade Italian students (N = 261,255). To ensure that the questionnaire functions equivalently across groups and control for measurement bias and error, Multigroup Confirmatory Factor Analysis was conducted to verify the measurement invariance of the Cognitive Self-Regulation Scale across three SES groups (low, middle, and high), followed by latent mean difference tests. RESULTS: Low-SES students reported markedly lower CSRS use than high-SES peers and also lower use than middle-SES peers. Middle-SES students reported lower use of CSRS than high-SES students. CONCLUSIONS: These findings show a clear and consistent impact of SES on the use of SRCSs, potentially contributing to persistent academic disparities, and emphasize the need for interventions to support disadvantaged students, thereby helping to break the cycle of inequality.

Source: Behavioral Sciences

DOI: 10.3390/bs15111493

Authors: Giulia Raimondi, Elisa Cavicchiolo, Fabio Alivernini, Fabio Lucidi, Sara Manganelli

Institutions: Sapienza University of Rome, University of Rome Tor Vergata

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,654