Resumen

PAIVA, Maria Olímpia Almeida de  y  LOURENCO, Abílio Afonso. The influence of self-regulated learning in academic achievement. Estud. pesqui. psicol. [online]. 2012, vol.12, n.2, pp. 501-520. ISSN 1808-4281.

In the last decade investigations on self-regulated learning have proved to be fundamental to understanding the improvement of student achievement. The current investigation aimed to study the impact of perceived disruption in self-regulated learning, as well as its influence on the academic achievement of students in a state school in north of Portugal. To assess the constructs under study we used two questionnaires - the Inventory of Pupils' Self-regulatory Processes and Perceived Disruptive Behavior Questionnaire. The answers of 147 students, aged between 12-19 years old, were analyzed. This sample consisted of 77 (52.4%) males and 70 (47.6%) females of Middle School. It was found that students who have a lower perception of disruptive behavior are more self-regulating in their learning and get better grades (Mother Language and Math), which emphasizes the importance of these constructs on academic success. Educational implications are discussed at these levels of education.

Palabras clave : Self-regulated learning; academic achievement; perceived disruption; middle school.

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