This research aims to analyze the relations from motivation to self-regulatory strategy on academic achievement in high school among academically higher-achieving students. Methods in autoregressive cross-lagged modeling by Mplus8.5 are used to evaluate 309 high school students with higher achievement in language or mathematics from the Korean Education Longitudinal Study 2013 (KELS 2013). First, motivation on cognitive regulatory strategy and cognitive regulatory strategy on behavioral regulatory strategy statistically significant positive relate to the same year and two years later. Second, the longitudinally mediated self-regulatory strategy between motivation and high school academic achievement is not statistically significant. These findings would strengthen the rationale for practical strategies for academic achievement in learner-centered gifted education.

本研究旨在分析学业成绩较好的学生在高中学业成绩的动机与自我调节策略的关系。使用 Mplus8.5 自回归交叉滞后建模方法对 2013 年韩国教育纵向研究 (KELS 2013) 中的 309 名在语言或数学方面成绩较高的高中生进行了评估。首先，动机认知调节策略和认知调节策略对行为调节策略同年和两年后统计显着正相关。其次，动机和高中学业成绩之间的纵向中介自我调节策略在统计上并不显着。这些发现将加强以学习者为中心的资优教育中学术成就实用策略的理论基础。