114 PSI CHI JOURNAL OF UNDERGRADUATE RESEARCH  Fall 2006 Copyright 2006 by Psi Chi, The National Honor Society in Psychology (Vol. 11, No. 3, 114–118 / ISSN 1089-4136). S tudents who adopt an active role in their own learning are considered self-regulated learners. Self-regulated learning requires students to actively monitor and adjust their behavior, motiva- tion, and cognition (Pintrich, 1995). Self-regulation of behavior is using available resources to construct an optimal learning environment. Self-regulation of motivation is perceiving oneself as capable, success- ful, and self-sufficient; and self-regulation of cogni- tion is the use of appropriate cognitive strategies to enhance performance (Pintrich; Zimmerman, 1986). Self-regulation typically occurs cyclically. A student begins the cycle by using preexisting knowledge to set a goal and develop a strategy to obtain that goal. The student will then implement that strategy, use feed- back to evaluate the effectiveness of the strategy, and make necessary adjustments to it throughout the process. After reaching the goal, a final assessment of the overall effectiveness of the implemented strategy will be used to restart the cycle as another goal is set (Dembo & Eaton, 2000; Zimmerman, 1990, 1998). This continuous cycle of active participation in ones own learning is a source of many academic advantages. One advantage of self-regulated learning is excep- tional academic performance, and this is evident throughout the educational psychology literature. Pintrich and DeGroot (1990) found that cognitive strategy use and self-regulation were positively corre- lated with high levels of classroom performance. Students’ perceived efficacy for self-regulated learning was positively correlated with their perceived efficacy for academic achievement, which in turn was posi- tively correlated with actual course grades (Zimmerman, Bandura, & Martinez-Pons, 1992). Self- regulated learning is not only directly correlated with academic achievement; it is also correlated with other indirect indicators of achievement, such as status as an advanced student. Previous research has shown that gifted students and students on advanced achieve- ment tracts use self-regulated learning strategies sig- nificantly more than regular students and students of other (lower) achievement tracts (Zimmerman & Martinez-Pons, 1986, 1990). Because self-regulated learning is advantageous, how a student acquires the capacity to self-regulate when learning becomes an important question. Previous research has shown that modeling is an influ- ential way to introduce self-regulated learning strate- JESSICA S. BERGMANN JOANNE D. ALTMAN Washburn University of Topeka The Effect of Secondary School Environment on Self-Efficacy for Self-Regulated Learning This study investigated the relationship between secondary school environment and self-efficacy for self-regulated learning. Undergraduate students completed a demographic survey, which gathered information regarding their secondary schools, and a Self-Efficacy for Self-Regulated Learning Scale. The participants were cat- egorized into groups based on the school they attended: small, medium, or large public schools, parochial schools, or home schools. The data suggest that participants from home schools have significantly more self-efficacy for self-regulated learning than do those from large public schools. *Faculty supervisor *