Learning Strategies of Schoolchildren from Different Socioeconomic Background

In high school, students ' workload increases, new subjects are added, and the importance of self-regulation of learning and the use of teaching strategies increases. Despite the lack of a common classification and measurement methods for learning strategies, scientists agree on one thing - the use of effective strategies is one of the key skills for successful learning. However, it remains unclear why students use different teaching strategies. One assumption is the different cultural capital of the students ' families. The paper presents an analysis of the relationship between the cultural capital of the family, the use of strategies for memorization and elaboration, and the academic results of schoolchildren. The results showed that the learning strategies, as a rule, are positively associated with outcomes and indicators of cultural capital can act as a moderator of this relationship.