The mediating role of self-regulated learning strategies in the intelligence and academic achievement Nexus

The literature in the previous research establishes the relationship between academic achievement and intelligence. However, the influence of personal factors, such as self-regulated learning strategies (SRLS), on this relationship remains under-explored. Self-regulated learning strategies comprising metacognitive, cognitive, motivational, behavioral, and emotional components represent a dynamic process through which students actively regulate their learning. This study investigates the mediating role of self-regulated learning strategies in the relationship between intelligence and academic achievement. In this quantitative, non-experimental study, 133 high school students (secondary level) (9th std and 10th std) in the state of Kerala, India, completed the Malins Intelligence Scale for Indian children (MISIC) and self-regulated learning strategies scale. Academic achievement scores were student's exam scores. The findings indicate that self-regulated learning techniques influence the intelligence-academic achievement link, emphasizing their importance in students' academic performance. The study emphasizes the importance of encouraging self-regulated learning mechanisms in educational practices to improve academic achievement and addresses research gaps in the Indian setting.