The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences herein for high, average, and low achievers. Think-aloud data of 104 upper primary school students were analysed by means of process mining analysis. The results indicate that students commonly adopt a cyclical approach to learning by implementing preparatory, performance, and appraisal activities during learning. However, the results indicate clear differences in the quality of students’ SRL process. High achievers, compared to low and average achievers, show a more strategic and adaptive approach to learning during all phases of their learning process. They more strategically and effectively orient on and plan assignments, combine different cognitive strategies, and adopt self-evaluation to regulate their learning process.

本研究通过探索在学习过程中进行SRL活动的顺序来调查小学生的自我调节学习（SRL）过程。这项研究的目的是双重的：调查学生SRL流程中理论上假设的周期性性质的存在，以及此处针对高，中，低成就者的潜在差异。通过过程挖掘分析的方法，对104名高中生的思维能力数据进行了分析。结果表明，学生通常通过在学习过程中进行准备，表演和评估活动来采用周期性的学习方法。但是，结果表明学生的SRL流程质量明显不同。高成就者与低成就者和平均成就者相比，在学习过程的所有阶段都展示出更具策略性和适应性的学习方法。他们从战略上更有效地定位和计划作业，结合不同的认知策略，并采用自我评估来调节学习过程。