This study examined the correlation between self-regulated learning and academic achievement among UniSZA undergraduate students. The objective of the study is to determine the impact of self-efficacy belief, and use of learning strategies on UniSZA undergraduates’ academic achievement. A pilot study was conducted via the use of exploratory factor analysis using 144 volunteering respondents. This is to determine the reliability and validity of the instrument. A closed-ended questionnaire on student self-regulated learning was administered to 364 randomly selected students 202 of which are female, 162 male across the nine faculties of the University. Obtained data was analyzed using correlation and regression analysis. Results obtained indicated that a strong relationship exist between self-regulated learning and academic achievement. The findings revealed a high positive correlation between students’ self-efficacy belief, and use of learning strategies and students’ academic achievement. Similarly, results of the regression analysis indicated that self-efficacy, and learning strategies serves as good predictors of higher academic performance (GPA). However, among the three study variables, self-efficacy was the strongest predictor of academic achievement. The study recommends nurturing and development of autonomous learners and a shift to students centered instruction.
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Bakar, N. A., Shuaibu, A., & Bakar, R. A. (2017). Correlation of Self-Regulated Learning and Academic Achievement among Universiti Sultan Zainal Abidin (UniSZA) Undergraduate Students. International Journal of Academic Research in Business and Social Sciences, 7(4), 230-243.
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