# Socioeconomic Differences in the Use of Self-Regulated Learning Strategies: A Population Study

## TL;DR

This study finds that students from lower socioeconomic backgrounds use fewer self-regulated learning strategies, which may contribute to academic inequality.

## Contribution

The study provides empirical evidence of socioeconomic disparities in the use of self-regulated cognitive strategies among students.

## Key findings

- Low-SES students reported significantly lower use of cognitive self-regulation strategies than high-SES students.
- Middle-SES students also used fewer strategies than high-SES students, though not as low as the lowest group.
- The results highlight the role of socioeconomic status in shaping academic learning behaviors.

## Abstract

Background: Self-regulated learning (SRL) is a key factor in academic success, with self-regulated cognitive strategies (SRCSs) playing a central role. Identifying the factors linked to low use of SRCSs is therefore essential. Socioeconomic status (SES), a well-established predictor of multiple educational outcomes, may also influence students’ engagement in SRCSs, yet very few studies have explored this issue. Grounded in the SRL framework, this study examines differences in SRCSs use across SES groups. Methods: We analyzed data from the entire population of 10th-grade Italian students (N = 261,255). To ensure that the questionnaire functions equivalently across groups and control for measurement bias and error, Multigroup Confirmatory Factor Analysis was conducted to verify the measurement invariance of the Cognitive Self-Regulation Scale across three SES groups (low, middle, and high), followed by latent mean difference tests. Results: Low-SES students reported markedly lower CSRS use than high-SES peers and also lower use than middle-SES peers. Middle-SES students reported lower use of CSRS than high-SES students. Conclusions: These findings show a clear and consistent impact of SES on the use of SRCSs, potentially contributing to persistent academic disparities, and emphasize the need for interventions to support disadvantaged students, thereby helping to break the cycle of inequality.