Self-regulated learning in junior secondary English

There is continuing interest in identifying factors that influence learning in the middle years. This paper reports a case study that aimed to identify key factors that influenced Year 8 students’ self-regulation of learning in English in an Australian regional secondary school with a low socio-economic profile. This study focuses on both students’ selfregulatory strategies as well as contextual factors affecting student effort and performance, drawing on an analysis of a) a group of year 8 students’ perceptions of selfregulatory learning strategies in tackling two literacy tasks, and b) organisational structures and teaching and learning processes that supported student learning. The paper concludes with some implications for future pedagogical and structural practices.