Role of self-regulated learning and self-efficacy in predicting academic results of elementary school students in Russia

Self-regulated learning (SRL) and self-efficacy (SE) improve students' academic outcomes in diverse cultural contexts. The research on SRL and self-efficacy in elementary schools is scarce. This study examines how SRL and self-efficacy predict scores in mathematics and reading in elementary students using survey design. The data from fourth graders (n = 2,158) were analysed using multigroup structural equation modelling. The total effect of SRL and SE accounted for 28% of variance in maths and 18% of variance in reading scores. The indirect effect contributed to maths (36%) and reading scores (47%) of variance. Analyses by gender and location revealed a small yet negative direct effect of SRL on students' maths and reading scores. In both models, SE mediated the effects of SRL on academic performance by explaining around 35% (maths) and 32% (reading) of variances in scores, which emphasises the development of students' self-efficacy in maths and reading.