The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University
Due to the paucity of self-regulated learning studies at higher education level in Saudi Arabia, the present study examined the relationshipbetween self-regulated learning and academic achievement of Community College students at King Saud University. The sample of the study was comprised of 356 students attending a preparatory year program. The study used an SRL instrument developed by Purdie et al. (1996) and validated by Ahmad (2007) for the Arab learning context, and academic achievement was measured by students’ scores in the areas of English language skills and mathematics. Results indicatedthat the study instrument was valid and reliable for use in a Saudi university environment. Furthermore, results indicated that there is a significant and positive relationshipbetween self-regulated learningand the academic achievement of students. Similarly, the constructs of SRL (i.e., goal setting and planning, keeping records and monitoring, rehearsal and memorization, and seeking social assistance), especially goal setting and planning, were found to be significantly and positively related to achievement. Additionally, SRL and its constructs, especially goal setting and planning, were found to be significant predictors of academic achievement. The implications and suggestions forfuture research are discussed.
The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University, Education Journal.
Vol. 6, No. 1,
2017, pp. 28-37.
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