The Relationship between Self-Regulated Learning and Academic Achievement among Sample of Yarmouk University Students

Abstract

This study aimed at investigating the level of selfregulated
learning components among university students, and
whether these components differ according to the student's
gender and academic achievement. Furthermore, the study
aimed at identifying the predictability of self-regulated
learning components of academic achievement, and whether
academic achievement differs among students with high/ low
level of self-regulated learning. The sample of the study
consisted of 331 male and female undergraduate students
from Yarmouk University. To achieve the aims of the study,
Purdie self-regulated learning scale was used. The results of
the study revealed that the students' level of self-regulated
skills on the rehearsing and memorizing component was high,
whereas the level of the rest of the components was moderate,
that male students scored significantly higher than female
students on the goal setting and planning component, and that
4th year students scored significantly higher than those in their
2nd and 3rd year on keeping records and monitoring, and
seeking social assistance components. The results also
revealed that there were statistically significant differences in
academic achievement between students with high/ low selfregulated
learning on goal setting and planning, rehearsing
and memorizing in the favor of students with high level selfregulated
learning. Finally, the results revealed that keeping
records and monitoring, and goal setting and planning
components predict academic achievement among students.