Development of self-regulated learning: a longitudinal study on academic performance in undergraduate science

Background 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 outcomes. However, whether improves as gain educational experience undergraduate science not been adequately studied. It is also unclear traditionally strong predictors of performance, such Australian Tertiary Admissions Rank (ATAR), background, remain later stages degree.Purpose The purpose this study was investigate changes over time science, SRL, ATAR, or student’s background predicted their performance.Sample sample comprised cohort agricultural (n = 213) from large University followed longitudinally 2018 2020.Design methods Students completed questionnaire assess first third years study. They knowledge survey at start year confidence scientific material. Analyses revealed students’ increased degree, but single semester year. Additionally, it average marks were related scores, with ATARs, SRL.Conclusion These results indicate aptitudes contribute success high school continue be advantageous through end study, suggest initial may particularly important long-term university success.