INFLUENCE OF SELF-REGULATED LEARNING STRATEGIES ON ACADEMIC PERFORMANCE AMONG UNDERGRADUATE STUDENTS: AN EMPIRICAL STUDY.
DOI:
https://doi.org/10.69980/ephijer.v10i02.196Abstract
Self-regulated learning has been widely recognized as a key determinant of students' academic success in higher education. This study used an empirical dataset with 14,003 observations to investigate the impact of self-regulated learning practices on undergraduate students' academic achievement. A quantitative research design was employed, and data were analyzed using descriptive statistics, Pearson correlation analysis, and multiple linear regression. Despite the regression model's generally poor explanatory power, the results showed that the chosen self-regulated learning indicators as a whole had a statistically significant impact on academic performance. While study hours, attendance, and motivation shown relatively small predictive impacts, online course participation, discussion involvement, assignment completion, and stress level emerged as significant predictors of academic achievement among the factors evaluated. The results suggest that academic achievement is shaped by multiple interacting factors and that active engagement in learning activities, consistent completion of academic tasks, and effective stress management contribute more substantially to student success than individual learning behaviors alone. The study highlights the importance of strengthening self-regulated learning through learner-centered instructional approaches, technology-enhanced learning, and academic support initiatives. These findings provide evidence-based insights for educators and higher education institutions seeking to improve student engagement, independent learning, and academic performance.
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