Effect of self-regulated learning on academic performance in mathematics, language and science: a network analysis

Self-regulated learning (SRL) is a key skill linked to academic performance (AP). The purpose of this study was to determine the relationships between SRL and AP and to evaluate its explanatory capacity on overall and subject-specific performance. A cross-sectional design with network analysis using Mixed Graphical Models (MGM) was applied to estimate associations among multiple variables; the sample included 676 students from 5th to 8th grade in Chile (mean age = 12.44, SD = 1.18). Suboptimal levels of SRL were reported in the sample, as well as significant correlations (p < .01) between SRL strategies and AP in mathematics, language, and science (r = .44; r = .36; r = .25, respectively). SRL had a significant effect on mathematics (R² = .18) and, to a lesser extent, in language arts and science; no effect was observed on overall AP. Systematic promotion of SRL teaching in primary school is required.