PSYCHOLOGY IN THE SCHOOLS, vol.2022, pp.1-30, 2022 (SSCI)
This research aims to examine the self‐regulation of students
with different achievement levels toward science learning
based on Zimmerman's model including three phases:
forethought, performance, and self‐reflection. The research
was conducted based on the case study from the qualitative
research method. The study group consisted of 12 students
who have different academic achievement levels and are
studying at different levels of a middle school in Kayseri
province, Turkey. The data of the research were collected
through semistructured interviews and analyzed using
content analysis. It was determined that each phase of
self‐regulation was not compatible with academic achievement, and individual differences came to the fore in students'
self‐regulation. The authors concluded that a student's level
in all subdimensions of self‐regulation was not the same.
They also found that not only academic achievement
affected the subdimensions of self‐regulation, but also
individual factors and differences.