Self-regulated learning components and school success

The aim of the research was to examine according to which components of sel f-regulated learning (learning strategies, beliefs on self-efficiency, targ et orientation and self-esteem) schoolchildren varying in school success co uld be differentiated among. In the research 256 fifth and sixth-grade scho olchildren took part (130 boys and 126 girls), from three Zagreb elementary schools. The results indicated that schoolchildren varying in school succe ss also differed amongst themselves in a larger number of variables examine d. In conclusion of the paper the authors discuss that understanding the st rategies used by schoolchildren who have developed self-regulated learning, as well as understanding their motivation and the nature of development of these abilities, can also help teach less motivated schoolchildren how to improve their learning.