Self-Regulated learning and academic performance amongst UTM undergraduates

Abstract

The purpose of this study is to investigate the level of self-regulated learning (SRL) behavior of final year students in UTM. Skudai, and its relationship with their academic performance. A tolal of 388 final year undergraduate students from technology, applied science and arts disciplines participated in this study. SRL was measured via the translated version of the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich, et a/. (1991). The overall mean of self-regulated learning of UTM students was moderate with the mean score of 3.60 while results showed low to moderate positive relation.:;hips between SRL and academic performance (r's ranged between 0.31 to 0.41). Although the literature suggests that the motivational dimension of SRL is the most influential dimension towards academic achievement in the Western culture, findings from this study (through multiple regression analyses) showed that the behavioral dimension played a vital role in determining academic achievement amongst UTM students. Significant differences in SRL were found in the aspect of genders and areas of disciplines. Girls are better in SRL as compared with boys, and SRL is most practiced by applied science students, followed by technology and art students.