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[homepage: ](homepage: www.tandfonline.com/journals/crst20)[www.tandfonline.com/journals/crst20](homepage: www.tandfonline.com/journals/crst20)  \nDevelopment of self-regulated learning: a longitudinal study on academic performance in undergraduate science  \nN. L. Higgins, Joseph A. Rath ner & Sarah Frankland  \nTo cite this article: N. L. Higgins, Joseph A. Rath ner & Sarah Frankland (2023) Development of self-regulated learning: a longitudinal study on academic performance in undergraduate science, Research in Science & Technological Education, 41:4, 1242-1266, DOI: 10. 1080/02635143 .2021.1997978  \nTo link to this article: [https://doi.org/10.1080/02635143.2021.1997978](https://doi.org/10.1080/02635143.2021.1997978)  \n© 2021 The Author(s) . Published by Informa UK Limited, trading as Taylor & Francis Group.  \n View supplementary material   \n\n|  Published online: 10 Dec 2021. |\n| --- |\n|  Article views: 8070 |\n|  View Crossmark data |\n\n\n|  Submit your article to this journal  |\n| --- |\n|  View related articles  |\n|  Citing articles: 23 View citing articles  |\n\nFull Terms & Conditions of access and use can be found at [https://www.tandfonline.com/action/journalInformation?journalCode=crst20](https://www.tandfonline.com/action/journalInformation?journalCode=crst20)  \nRESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION 2023, VOL. 41, NO. 4, 1242–1266  \n[https://doi.org/10.1080/02635143.2021.1997978](https://doi.org/10.1080/02635143.2021.1997978)  \nDevelopment of self-regulated learning: a longitudinal study on academic performance in undergraduate science  \nN. L. Higginsa, Joseph A. Rathnerb and Sarah Frankland c  \naSchool of Psychological Sciences, Monash University, Melbourne, Australia; bDepartment of Anatomy and Physiology, University of Melbourne, Melbourne, Australia; cFaculty of Veterinary and Agricultural Sciences, University of Melbourne, Melbourne, Australia  \nABSTRACT  \nBackground: Self-regulated learning (SRL) encompasses the strategies and behaviours that allow students to transform cognitive abilities into task-specific academic skills. Research in higher education has found a relationship between SRL and academic outcomes. However, whether SRL improves as students gain educational experience in undergraduate science has not been adequately studied. It is also unclear whether traditionally strong predictors of academic performan  \nce, such as the Australian Tertiary Admissions Rank (ATAR), and science background, remain strong in the later stages of a science degree.  \nPurpose: The purpose of this study was to investigate whether SRL changes over time in undergraduate science, and whether SRL, the ATAR, or a student’s science background predicted their academic performance.  \nSample: The sample comprised a cohort of agricultural science students (n = 213) from a large Australian University followed longitudinally from 2018 to 2020.  \nDesign and methods: Students completed a questionnaire to assess SRL in their first and third years of undergraduate study. They also completed a knowledge survey at the start of first year to assess confidence in scientific material. Analyses revealed that students’ SRL increased over the degree, but not over a single semester of first year. Additionally, it was found that students’ average semester marks were related to knowledge survey scores, and with students’ ATARs, but not with their SRL.  \nConclusion: These results indicate that the academic aptitudes that contribute to academic success in high school continue to be advantageous through to the end of undergraduate study, but also suggest that students’ initial scientific confidence may be particularly important to long-term university success.  \nKEYWORDS  \nSelf-regulated learning; performance; metacognition; undergraduate; science  \nCONTACT Sarah Frankland  [sarah.frankland@unimelb.edu.au](sarah.frankland@unimelb.edu.au)  Faculty of Vete","cbCaiqYSRyoEaAKZ","https://ap.wps.com/l/cbCaiqYSRyoEaAKZ","pdf",2363874,26,"English","# Abstract\n## Background\n## Purpose\n## Sample\n## Design and methods\n## Conclusion\n# Introduction","[{\"question\":\"What does the study examine about self-regulated learning in undergraduate science?\",\"answer\":\"It investigates whether self-regulated learning changes over time across an undergraduate science degree and how it relates to academic performance.\"},{\"question\":\"How was self-regulated learning measured in the study?\",\"answer\":\"Students completed a questionnaire assessing self-regulated learning in their first and third years.\"},{\"question\":\"Which factors predicted students' academic performance according to the results?\",\"answer\":\"Semester marks related to knowledge survey scores and ATAR, while students' self-regulated learning was not directly associated with marks.\"}]","Development of self-regulated learning - a longitudinal study on academic performance in undergraduate science | PDF",66]