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This study explored the impact of self-regulated learning behavior of university students on their academic achievement in Khyber Pakhtunkhwa. The main objective was to examine the impact of Self-Regulated Learning on the academic achievement of students. The study was quantitative in nature and a survey research method was used. The population consisted of all the students (4400) of final semester of Bachelor of Studies programs in the universities of Khyber Pakhtunkhwa from which a sample of 480 (240 male, 240 female) students was taken using a multistage stratified random sampling technique. Data was collected via indigenously developed questionnaire that was validated by a panel of experts and also pilot tested on small scale. The reliability of the questionnaire was 0.943 determined through Cronbach alpha. The collected data was analyzed using ANOVA and post-hoc. This study concludes that SRL significantly contributed to the academic achievement of the students. It was recommended that students be provided special orientation in SRL.
Keywords: behavior, learning, self-regulated learning, gender difference
Self-regulated learning is a determining factor for better academic achievement. Due to its importance, self-regulated learning has remained the focus of investigation especially among psychologists and educationists. Wolters, Pintrich and Karabenick, (2003) are of the view that a direct relationship exists between self-regulatory activities and better academic performance. Zimmerman and Schunk (2011) state that students who are able to regulate themselves can perform better by incorporating their specific thinking potentials and motivation coupled with better management of the available resources and the environment in which they find themselves. Students who engage in SRL can adopt a particular cognitive strategy for resolving issues. Rubio, Thoms, Katz, Bourns (2012) say, that such learners know how to establish and elaborate their respective knowledge from the given learning material. A common idea about SRL is that learners participate in classroom activities with improved intelligence and motivation. Such students according to Barkley (2001) demonstrate their readiness to seek help when it is needed.
Students who accept responsibility for their learning have better chances of increasing their scores and enriching their knowledge and experiences. Sitzmann (2011) claims that academic achievements and self-confidence of such students are raised, and learning goals are met. According to Zimmerman (2008) this self-regulation skill plays an important role in the...