摘要：The purpose of this study was to investigate the effects of self-regulated learning components,such as metacognition,motivation,and learning strategies,on academic achievement in normally achieving children and learning disabled(LD) children. The subjects were 345 normally achieving children,12 LD children,and a group of 12 normally achieving children to match the LD children. Data was analyzed by Pearson`s product moment correlation coefficient,stepwise multiple regression analysis,and t-test. Results showed that metacognition,motivation and learning strategy are important components of successful academic achievement and self-regulated learning in normally achieving children. Among the self-regulated learning components,metacognition was the most powerful predictor of academic achievement. For the LD children,the results showed that they have metacognitive deficits and motivational problems. Implications for intervention to improve academic achievement of low achievers and LD children were discussed.
