Sixteenth International Conference on Interdisciplinary Social Sciences

Abstract

This correlational study examined relationships between academic performance to students’ self-regulated learning strategies and conceptions of learning for 87 students from 4th to 6th graders. To know the students’ conceptions of learning and self-regulated learning strategies, Purdie and Hattie’s (2002) questionnaire and Motivated Learning Strategies Questionnaire that was developed by Pintrich, Smith, Garcia and Mckeachie (1991) were administered in elementary students of a private school in Manila. The students’ academic achievement was also measured. The results showed a significant relationship between academic performance to conceptions of learning and self-regulated learning strategies. All self-regulated learning strategies have an effect to the academic performance of the students, however it was revealed that “rehearsal” has the most influential factor to achieve better academic performance. Additionally, among different conceptions of learning, learning as remembering, using, and understanding affects the most students’ learning.