COGNITIVE LEARNING STRATEGIES MEDIATING THE RELATIONSHIP OF ACTION CONTROL WITH ACADEMIC PERFORMANCE AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study aimed to explore the mediating role of cognitive learning strategies in linking action control with academic performance of secondary school students. The data was collected from 350 secondary school students ranging in age with 14 to 17 years on a booklet consisting of Action Control Scale and Self-regulated Learning Strategies Questionnaire. Results indicated that action control was negatively correlated with learning strategies and did not predict student’s performance. However, findings showed the indirect effect of action control on academic performance through cognitive learning strategies. Results implied that learning strategies mediated the relationship between action control and students performance.