Self-Regulated Learning Strategies and Academic Achievement of Senior Secondary School Students in Plateau State

This study examines the relationship between self-regulated learning strategies and academic achievement among Senior Secondary School students in Plateau State, North Central Nigeria. Self-regulation, encompassing goal setting, time management, metacognitive monitoring, and motivational self-management, has emerged as a key predictor of academic success in diverse educational contexts. The study employs a cross-sectional survey design, drawing a sample of 400 Senior Secondary School Two students from 18 schools in Jos North, Riyom, and Shendam local government areas. Data were collected using Zimmerman and Martinez-Pons' Self-Regulated Learning Interview Schedule (adapted) and students' most recent mock examination scores in core subjects. Multiple regression and structural equation modelling examined direct and indirect relationships. The study draws on Zimmerman's Self-Regulated Learning Theory and Pintrich's Motivational Model of Academic Achievement. It examines cognitive strategies, metacognitive regulation, resource management, and volitional control as self-regulation dimensions predicting performance. Findings are anticipated to show that metacognitive monitoring and goal setting are the strongest predictors of academic achievement. Gender and school type differences in self-regulation strategy use are also examined. Recommendations address Plateau State secondary school teachers and school counsellors on integrating explicit self-regulated learning instruction into classroom practice and student advisory programmes. The study contributes to the empirical base on learning strategy use in North Central Nigerian secondary education. Keywords: self-regulated learning, academic achievement, senior secondary school, Plateau State, metacognition