The relationship between academic self-regulation, motivational strategies, academic success in adolescence on distance education

The current study examined the relationships between academic self-regulation skills, using motivational strategies, and academic achievement in the distance education process of adolescents. The sample consisted of 311 adolescents (222 girls-71% and 89 boys-29%) from different socioeconomic levels in a metropolitan area of Ankara. Adolescents in the ninth to twelfth grades were selected from public schools (93.6% Anatolian High School). We used "Demographic and Personal Information Form", "Academic Self-Regulation Questionnaire" and "The Motivated Strategies for Learning Questionnaire". Academic achievement was measured by taking the e-school end-of-term weighted grade point average of the 2019-2020 academic year I. semester (face-to-face education period) and 2020-2021 education I. semester (distance education period). In the analyses, differences between groups (eg, gender effect) were analyzed by using univariate or multivariate analyzes of variance, and relationships between variables were evaluated with Pearson Correlation Coefficient. The results indicated the academic achievement varied by developmental stage, and self-regulation and cognitive strategies differed according to gender. As the level of parental education increases, the academic success of adolescents increases. Adolescents who participated in distance education for more regular were more likely to have higher academic achievement, the external, introjected, and identified sub-dimensions of academic self-regulation, and selfregulation, cognitive strategy use, and self-efficacy sub-dimensions of motivational strategies.