Self-Regulated Learning and Academic Performance of Secondary School Students
Author(s) : Iqra Asim & Muhammad Shahid Farooq
Student, family and school related factors contribute for the academic performance of students at secondary school level. Self-regulated learners get ready to face educational challenges and have potential to solve their problems on their own. They try their best to achieve mastery on learning goals by self-motivation, self-directedness and self-evaluation. A causal comparative research design was used to investigate the effect of self-regulated learning (SRL) on secondary school students’ academic performance. Private and public sector secondary school students (N=1098) were targeted for collection of data through multistage probability sampling technique. ASLI (Academic Self-regulated Learning Inventory) was used to amass students’ responses for using SRL strategies. Results showed that all phases of self-regulated learning process have considerable effect on academic achievement of secondary school students. Private school students were more invigorating in their self-regulated learning process and tend to have higher grades than public school students. Secondary school educators and policymakers may be more active in introducing SRL strategies to students so that they may adopt such practices and progress in learning.
Key words: self-regulated learning, secondary school graders, academic attainments, academic performance, self-motivation, self-directedness