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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 relationship 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. <BR> <BR>\n<B>Data</B><BR><BR>\nThe quantative dataset comprises the responses to the Motivated Strategies for Learning Questionnaire (MSLQ) and the grades from the Educational Sciences exams in the first and second year of teacher training. In addition, the (qualitative) estimates for awareness status, control and goal orientation, as used in the two articles, are provided. These responses and scores come from the 18 participants in the two articles. The data are provided in an Excel file with separate sheets: 1) article information, 2) grades, 3) MSLQ scores, and 4) the raw data from the MSLQ questionnaire.<BR>\nThe qualitative dataset consists of 18 transcripts of approximately one-hour interviews with students. These transcripts are in Dutch, the native language of the students.<BR>\n18 students from different teacher training programmes at a University of Applied Sciences in the Netherlands participated in this study. All students are given aliases that correspond to the file names of the transcripts and quantitative data in the spreadsheet.<BR><BR>"},"dsDescriptionDate":{"typeName":"dsDescriptionDate","multiple":false,"typeClass":"primitive","value":"2024-05-27"}}]},{"typeName":"subject","multiple":true,"typeClass":"controlledVocabulary","value":["Social Sciences"]},{"typeName":"keyword","multiple":true,"typeClass":"compound","value":[{"keywordValue":{"typeName":"keywordValue","multiple":false,"typeClass":"primitive","value":"Assessment, Self-Regulated Learning, Monitoring Learning"}}]},{"typeName":"publication","multiple":true,"typeClass":"compound","value":[{"publicationCitation":{"typeName":"publicationCitation","multiple":false,"typeClass":"primitive","value":"Van der Linden, J. B., Van Schilt-Mol, T. M. M. L., Nieuwenhuis, A. F. M., & Van der Vleuten, C. P. M. (2021). Learning for a summative assessment: The relationship between students’ academic achievement and self-regulated learning. Open Journal of Social Sciences, 9(10), 351–367. https://doi.org/10.4236/jss.2021.910025"}}]},{"typeName":"productionDate","multiple":false,"typeClass":"primitive","value":"2024-05-27"},{"typeName":"distributionDate","multiple":false,"typeClass":"primitive","value":"2024-05-27"},{"typeName":"depositor","multiple":false,"typeClass":"primitive","value":"Shedata"},{"typeName":"dateOfDeposit","multiple":false,"typeClass":"primitive","value":"2024-05-27"}]},"dansDataVaultMetadata":{"displayName":"Data Vault 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