Abstract
Objectives This study empirically examined how cognitive self-regulated learning strategies influence students' academic self-efficacy, considering variations in family backgrounds.
 Methods To achieve this, data from the 1st, 3rd, 5th, and 7th waves of the Korean Educational Longitudinal Study (KELS) 2013 cohort were used, selecting data based on the inclusion of cognitive self-regulated learning strategies in surveys (2nd, 3rd, 5th, 7th waves), post-middle school time points (3rd, 5th, 7th waves), and parental demographic background surveys (1st wave).
 Results Analyzing three time points of longitudinal data, vulnerable students showed lower academic self-efficacy and cognitive self-regulated learning strategies compared to non-vulnerable students. Using a two-way fixed effects model, an increase in cognitive self-regulated learning strategies had a static effect on changes in academic self-efficacy, with a greater impact observed among vulnerable students.
 Conclusions This study suggests evidence that socioeconomic-based disparities in students' academic self-efficacy can be mitigated. The need for additional cognitive self-regulated learning strategy education for vulnerable students is emphasized.
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