What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task

Abstract This longitudinal study explores how high and low achievers differ in self-regulated learning (SRL) in the context of a high-stakes academic long-term task outside of class (writing a Matura paper). Based on N = 1215 high school students' grades on the paper (57% girls; M age = 17.5, SD = 0.80), high and low achievers (with and without considering prior achievement) were compared regarding multiple SRL components of a whole SRL cycle using the Mann–Whitney U test: High achievers, irrespective of their prior achievement, showed lower work avoidance, boredom, and hopelessness, and higher strategy use and self-reported quality of strategy use. Whereas low achievers on the paper with higher prior achievement especially showed less joy, higher fear, and lower scores on emotional regulation competencies than the high achievers, low achievers on the paper with lower prior achievement notably displayed a lower level of intrinsic motivation than the high achievers. The results highlight learners' different needs depending on their prior achievement and underline the importance of personalized learning support.