Relationship Between Self-Regulated Learning Skills And Academic Achievement Of Health And Physical Education University Students

Abstract

This study examined the relationship between self-regulated learning skills and academic achievement of BS Health and Physical Education (HPE/PETE) students (n=112) at Higher Education Institutions, in Khyber Pakhtunkhwa (KP), Pakistan. An adapted version of the self-regulated learning perception (SRLP) scale (Turan et al., 2009) was administered one time among n=112 to determine the self-regulated skills of the students. Students’ academic records were obtained from the universities. For the testing of hypotheses, statistical tests such as Pearson correlation, linear regression and t-test were used. The authors found a strong positive significant relationship between various self-regulated skills and academic achievement (motivation r = 0.680; planning & goal setting r = 0.834; strategy use & assessment r = 0.834, and directedness = 0.779). The authors also noted that the predictor has produced significant effects on the criterion variable of academic achievement (p < .05). No statistically significant differences were found on the criterion variable of gender and university (p > 0.05). Based on these results, it is recommended that self-regulated learning strategies be incorporated into PETE programs.