Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)

The purpose of this study was to determine the underlying constructs of an instrument to measure self-regulated learning (SRL), examine the correlation between SRL and academic performance, determine the SRL predictors of academic performance and how gender and age moderated this relationship among...

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Main Author:	Sam Foong
Format:	thesis
Language:	eng
Published:	2015
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=1014
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spelling	oai:ir.upsi.edu.my:10142020-02-27 Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR) 2015 Sam Foong LB Theory and practice of education The purpose of this study was to determine the underlying constructs of an instrument to measure self-regulated learning (SRL), examine the correlation between SRL and academic performance, determine the SRL predictors of academic performance and how gender and age moderated this relationship among nontraditional learners (n=519) in the Primary School Graduate Program (PGSR). Factor analyses, Pearson bivariate correlation, linear regression analysis and moderated multiple regression analyses were performed. Additionally, this study examined the barriers to learning and how SRL could be utilized to resolve these barriers. The items in the Self-Regulated Learning Questionnaire (Sf-ReLQ) was found to comprise a robust scale. Findings revealed that there was a moderately significant relationship between SRL and academic performance. An intriguing finding was the insignificant negative correlation of time study management and academic performance. Overall results of the multiple regression analyses indicated that the set of SRL variables predicted almost 33.4% of the cumulative grade point average and the best predictors of students academic performance were Internet Self-efficacy and Rehearsal. The results also suggested that value motivation was the only self-regulatory strategy whose relationship with academic performance was moderated by age. However, the moderating effect of gender was not found. In-depth interviews of learners (n=8), their spouses (n=7) and lecturers (n=6) revealed that these PGSR learners faced situational, institutional and dispositional barriers to learning. What was inherent in all the respondents perspectives that emerged were summarized in four identifiable themes on strategies utilized to resolve these barriers. In conclusion, the present study provided useful information for educational providers about the importance of SRL in balancing work, family and student roles. This implies that there is a need for attention to be paid to SRL and more importantly it provides awareness and considerations to teach nontraditional learners on how to be a self-regulated learner. 2015 thesis https://ir.upsi.edu.my/detailsg.php?det=1014 https://ir.upsi.edu.my/detailsg.php?det=1014 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Sam Foong Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)
description	The purpose of this study was to determine the underlying constructs of an instrument to measure self-regulated learning (SRL), examine the correlation between SRL and academic performance, determine the SRL predictors of academic performance and how gender and age moderated this relationship among nontraditional learners (n=519) in the Primary School Graduate Program (PGSR). Factor analyses, Pearson bivariate correlation, linear regression analysis and moderated multiple regression analyses were performed. Additionally, this study examined the barriers to learning and how SRL could be utilized to resolve these barriers. The items in the Self-Regulated Learning Questionnaire (Sf-ReLQ) was found to comprise a robust scale. Findings revealed that there was a moderately significant relationship between SRL and academic performance. An intriguing finding was the insignificant negative correlation of time study management and academic performance. Overall results of the multiple regression analyses indicated that the set of SRL variables predicted almost 33.4% of the cumulative grade point average and the best predictors of students academic performance were Internet Self-efficacy and Rehearsal. The results also suggested that value motivation was the only self-regulatory strategy whose relationship with academic performance was moderated by age. However, the moderating effect of gender was not found. In-depth interviews of learners (n=8), their spouses (n=7) and lecturers (n=6) revealed that these PGSR learners faced situational, institutional and dispositional barriers to learning. What was inherent in all the respondents perspectives that emerged were summarized in four identifiable themes on strategies utilized to resolve these barriers. In conclusion, the present study provided useful information for educational providers about the importance of SRL in balancing work, family and student roles. This implies that there is a need for attention to be paid to SRL and more importantly it provides awareness and considerations to teach nontraditional learners on how to be a self-regulated learner.
format	thesis
qualification_name
qualification_level	Doctorate
author	Sam Foong
author_facet	Sam Foong
author_sort	Sam Foong
title	Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)
title_short	Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)
title_full	Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)
title_fullStr	Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)
title_full_unstemmed	Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)
title_sort	self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Pembangunan Manusia
publishDate	2015
url	https://ir.upsi.edu.my/detailsg.php?det=1014
_version_	1747832931691266048

Self-regulated learning predictors of academic performance and strategies in resolving barriers to learning (IR)

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