Open Journal of Social Sciences, 2021, 9, 351-367 https://www.scirp.org/journal/jss ISSN Online: 2327-5960 ISSN Print: 2327-5952 DOI: 10.4236/jss.2021.910025 Oct. 29, 2021 351 Open Journal of Social Sciences Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning Jeroen van der Linden 1,2* , Tamara van Schilt-Mol 2 , Loek Nieuwenhuis 2,3 , Cees van der Vleuten 1 1 Department of Educational Development and Research in the Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands 2 School of Education, HAN University of Applied Sciences, Nijmegen, The Netherlands 3 Department of Psychology and Educational Sciences, Open University, Heerlen, The Netherlands Abstract Recent studies show that students applying appropriate self-regulated learn- ing strategies (SRL) are more successful in their academic achievements (AA). However, the relation between SRL and AA is complex. There is evidence that not all SRL strategies contribute equally to AA. A greater understanding of the relationship between students’ SRL strategies and AA can help indicate differences between students. Interviews were conducted to study the rela- tionship between the SRL strategies students use when learning for an achievement test and the resulting AA. Two main aspects that influence this relationship were identified: students’ goal approach, and with this approach, the amount of effort they put into learning, and the deliberateness of using SRL strategies. These aspects address the complex relationship between SRL and AA. From these results we present different student types, based on these aspects found. Suggestions for future research are done to utilise and further explore these student types. Keywords Assessment, Self-Regulated Learning, Monitoring Learning 1. Introduction Educational psychology has generated a lot of findings on factors that relate to academic achievement (AA) (Winne & Nesbit, 2010). AA is usually determined by summative classroom tests aimed at measuring the cognitive component of How to cite this paper: van der Linden, J., van Schilt-Mol, T., Nieuwenhuis, L., & van der Vleuten, C. (2021). Learning for a Summative Assessment: The Relationship between Students’ Academic Achievement and Self-Regulated Learning. Open Journal of Social Sciences, 9, 351-367. https://doi.org/10.4236/jss.2021.910025 Received: September 24, 2021 Accepted: October 26, 2021 Published: October 29, 2021 Copyright © 2021 by author(s) and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0). http://creativecommons.org/licenses/by/4.0/ Open Access