International Journal of Applied Educational Studies

The Purpose of this study is to investigate the differences in selfregulated learning components among high and low achieving students in Al-Hussein Bin Talal University in Jordan. The sample of the study consisted of 90 students, 50 high achievers and 40 low achievers, from AHU. A self-report measure of self-regulated learning was administered during the first semester of 2007/2008. The study results indicate that there were a significant differences among high and low achieving students in self-regulated learning components (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy, test anxiety, metacognition self-regulated, and time and study environment management). Also, the results show that there were no significant differences in the following components (effort- regulation, peer learning, and help-seeking). Finally, the results reveal that subscales of self-regulated learning are related to each others. The study recommends some implications to be considered in learning situations.

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