Self regulated learning strategies – predictors of academic adjustment

Our study aims to highlight the relationship between students’ previous academic performances, psychological characteristics of the learning motivation, learning strategies, and the first year academic adjustment. We suppose that previous academic achievement, self regulated learning strategies and motivational orientations predict academic adjustment. The hierarchical regression technique highlighted that self regulated learning strategies, academic self efficacy and test anxiety are predictors of academic adjustment, the strongest predictors being the metacognitive regulation strategies.