Self-regulation of resources in higher education Strategic learning behaviour mediates the effect of learning strategy knowledge on academic performance

Trentepohl, S.; Waldeyer, J.; Fleischer, J.; Roelle, J.; Leutner, D.; Wirth, J.

Abstract

Resource-management learning strategies are particularly important for performance in higher education. Despite this consideration, the current state of research still lacks evidence on the precise interplay of the different learning process components that affect academic performance. The aim of the present study was to test a mediation model derived from process theories of self-regulated learning, in which students' knowledge about resource-management strategies impacts their academic performance via its behavioural manifestations. N = 106 university students took part in an online course over the period of one semester. Students' resource-management strategy knowledge was assessed at the beginning of the semester, and their use of resource-management strategies was observed via log data of their learning behaviour during the semester while learning through the online course. Academic performance was assessed on the basis of an exam at the end of the semester. The mediation model was tested for three different resource-management strategies: time management, effort regulation, and help seeking. There was a significant indirect effect of strategy knowledge via strategy use on academic performance for all learning strategies considered. We conclude that students' strategic learning behaviour is an indispensable link in the relationship between their strategy knowledge and academic performance, and discuss implications for research and training practice.