Abstract:
The fields of science, technology, engineering, and math (STEM) experience elevated
levels of attrition. The broad research agenda of this work aims to investigate these levels of
attrition through the lens of self-regulated learning (SRL). Zimmerman’s (2000) SRL model was
incorporated, consisting of three, interdependent phases: the forethought phase, performance
phase, and self-reflection phase. The three phases were structured around a single task, a biology
exam. Before the role of SRL model on academic performance could be assessed, a preliminary
study was conducted. This preliminary study included two mediational models, a full and
partial. The mediation models aimed to establish the functioning of the SRL model within a
domain-specific sample. Results indicate that a fully mediated model did fit better, aligning with
the literature. However, the model fit and differences between the two models was not
significant enough to establish definitive results.
