Today's educational mission statements at national, state, and local levels revolve around much the same thing--preparing students with skills to compete and succeed on a global level. The Partnership for 21st Century Skills (2008) reports cognitive skills are significantly more important for the global economic success of a country, and in order for the United States to stay the dominating economic powerhouse in the world, we have to make sure our students are learning. The state of Texas has followed suit by setting the Texas Education Agency's (TEA) mission of educating the state's students for success in a global economy (TEA, 2015). The educational reform movement of the past two decades has centered primarily on improving teacher quality, and teaching strategies used in the classroom. This model is built on standardization of curriculum and tests, and extrinsic motivation using the measure of test scores as the output for all stakeholders in the educational setting. This study sought to analyze student achievement from a different context. The perspective of what the student does to learn, and also used standardized tests as the output for the measurement of achievement. The field of educational psychology has research in student learning both from the social cognitive and personality theoretical frameworks with similar results. This study looked at the intrinsic motivations and behaviors influencing learners and its effect on academic achievement know as self-regulated learning (Pintrich, 2004; Zimmerman, 1990). This study used the Texas Education Agency as the source for identifying the average STAAR scale scores and accountability ratings of 166 Texas public high schools. Self-regulated learning behavior was attained through student self-report from 166 college freshmen from private, public, and community college institutions within the state of Texas. Canonical correlational analysis and multivariate analysis of variance were used to assess statistical significance between these two variables. Results for both analyses suggest there is no statistical significance in the relationship between variables of standardized testing and self-regulated learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]