This longitudinal study explores how high and low achievers differ in self-regulated learning (SRL) in the context of a high-stakes academic long-term task outside of class (writing a Matura paper). Based on N = 1215 high school students' grades on the paper (57% girls; M age = 17.5, SD = 0.80), high and low achievers (with and without considering prior achievement) were compared regarding multiple SRL components of a whole SRL cycle using the Mann–Whitney U test: High achievers, irrespective of their prior achievement, showed lower work avoidance, boredom, and hopelessness, and higher strategy use and self-reported quality of strategy use. Whereas low achievers on the paper with higher prior achievement especially showed less joy, higher fear, and lower scores on emotional regulation competencies than the high achievers, low achievers on the paper with lower prior achievement notably displayed a lower level of intrinsic motivation than the high achievers. The results highlight learners' different needs depending on their prior achievement and underline the importance of personalized learning support.

这项纵向研究探讨了在课外高风险学术长期任务（撰写 Matura 论文）的情况下，高成就者和低成就者在自我调节学习 (SRL) 方面的差异。根据N  = 1215 名高中生在纸上的成绩（57% 女生；M 年龄 = 17.5，SD = 0.80），就整个 SRL 的多个 SRL 组成部分比较了高和低成就者（有和没有考虑先前的成就）使用 Mann-Whitney U循环测试：高成就者，不管他们之前的成就如何，表现出较低的工作回避、无聊和绝望，以及较高的策略使用和自我报告的策略使用质量。与高成就者相比，先前成就较高的低成就者尤其表现出更少的喜悦、更高的恐惧和情绪调节能力的得分，而先前成就较低的论文中的低成就者表现出的内在动机水平明显低于高成就者。成就者。结果突出了学习者根据他们先前的成就的不同需求，并强调了个性化学习支持的重要性。