Relationship between Self-Regulated Learning Behaviors (SRLBs) and Academic Achievement of College Students: Teaching How to Learn

Abstract

The purpose of this study was to assess the relationship between
Self- Regulated Learning Behaviors (SRLBs) and academic achievement of
college students. Accordingly, a correlational research design was employed
to effectively assess the association among motivational, meta-cognitive and
learning strategy self-regulation and college academic performance. To
achieve this objective, 126 third year students (male= 66, female=60) from
Robe and Assela Colleges of Teacher Education were randomly selected and
involved in the study. Basically, a highly adapted instrument from the
Motivated Strategies for Learning Questionnaire (MSLQ) was used to collect
data from the students. Moreover, a five-semester academic achievement or
GPA was collected from the respective registrar offices of the colleges. The
collected data was analyzed using Pearson correlation test, regression
methods and SEM path analysis. Moreover, t-test was used to identify the
differences between male and female participants of the two sample colleges
in their self-regulated learning behaviors and academic achievement. The
analysis of the result showed that self-regulated learning constructs have
significantly predicted academic achievement of the students. It also indicated
that learning strategy regulation and meta-cognitive self-regulation directly
and significantly predict academic achievement whereas motivational selfregulation is an indirect predictor of academic achievement. No statistically
significant difference was identified between male and female participants of
the two colleges in their SRLBs and academic achievement.