Self-regulated learning as predictor of academic performance

Abstract

The goal of this study was to research the hypothesis that self-regulated learning (SRL) predicts academic performance in second-year Economics studies. In the theoretical underpinning, self-regulated learning as related to academic performance was explored. Data was analysed using descriptive, correlation analysis and hierarchical regression. A correlation matrix and hierarchical regression revealed a relationship between different aspects of SRL and academic performance. In conclusion, the study recommends that teaching and assessment methods should be used to empower students to apply self-regulated learning strategies. This could greatly enhance their academic performance.