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Self-Regulated Learning and Academic Achievement in Malaysian Undergraduates.

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Innovative Teaching and Learning Methods Education, Achievement, and Giftedness Educational Strategies and Epistemologies

Abstract

This study is an investigation of the ability of self-regulated learning (SRL) as measured by the Motivated Strategies for Learning Questionnaires (MSLQ) to predict academic achievement among undergraduates in Malaysia. A total of 460 second-year engineering undergraduates from the Universiti Teknologi Malaysia participated in the study. Academic achievement was measured by the students ’ grade point average. The results show that the MSLQ is a reliable tool and SRL is a significant predictor of Malaysian undergraduates ’ academic achievement. Significant relationships between SRL and academic achievement were found, nevertheless differences in the composition of significant predictor sub-scales are also found between achievement groups. Self-regulated learning, academic achievement, higher education, metacognitive learning strategies, Malaysia

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References

1990Motivational and self-regulated learning components of classroom academic performance.1995Motivation in Education: Theory, Research, and Applications 1993Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)1986Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies 1989Self-Regulated Learning and Academic Achievement 1983The Cost of Dichotomization 1994Self-regulation of learning and performance: Issues and educational applications.1991Effects of time-management practices on college grades.

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