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 self- regulation 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.