Self-Regulated Learning in Tertiary Students: The Role of Culture and Self-Efficacy on Strategy Use and Academic Achievement Stefanie Chye , Richard A. Walker and Ian D. Smith School of Educational Psychology, Measurement and Technology The University of Sydney, Australia * ochan@extro.ucc.su.oz.au (Stefanie Chye) ; r.walker@edfac.usyd.edu.au (Richard Walker) This paper reports the results of a study that investigated the self-regulated learning of tertiary students. Specifically, the present study examined the role of culture and self-efficacy on university students’ use of learning strategies and academic achievement. Subjects comprised of (1) Australian residents studying in Australia, (2) Singaporean students studying in Singapore, and (3) Singaporean overseas students studying in Australia. The investigation provided evidence in support of previous research which has examined the relationship between self-efficacy, strategy use and academic achievement. In addition, the present study found that differences in cultural and educational contexts result in variations in the self-regulated learning behaviour of students. Self-efficacy was further found to be a better predictor of strategy use than cultural influences. These results are discussed with reference to a social cognitive perspective. Introduction Self-regulated learning is a relatively new construct in research on student achievement in classroom academic settings but it is important for all students as well as educators. This view becomes even more compelling as the lifelong learning concept continues to be defined and expanded in societal policies and educational forecasting. Self-regulated learning theories provide a description of how and why students actively control their cognition, motivation, affect, and behaviour for academic tasks. Distinctive attributes typifying good self-regulators of learning are manifold, but they can be essentially characterised as confident, diligent, resourceful (Zimmerman, 1990b), purposeful,