The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University

Khaled Alotaibi; Riyad Tohmaz; Omar Jabak

doi:doi:10.11648/j.edu.20170601.14

| Peer-Reviewed

The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University

Khaled Alotaibi, Riyad Tohmaz, Omar Jabak

Published in Education Journal (Volume 6, Issue 1)

Received: 22 December 2016 Accepted: 3 January 2017 Published: 23 January 2017

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

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.

Published in	Education Journal (Volume 6, Issue 1)
DOI	10.11648/j.edu.20170601.14
Page(s)	28-37
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Self-Regulated Learning, Academic Achievement, Higher Education, Saudi University

References

[1]	Acar, E., Aktamis. A. (2010). The relationship between self-regulation strategies and prospective elementary school teachers’ academic achievement in mathematics teaching course. Procedia Social and Behavioral Sciences, 2, 5539–5543.
[2]	Ahmad, I. I. (2007). Self-regulation of learning and self-motivation and their relationship with the academic achievement of the students of the College of Education (predictive study). Journal of the College of Education, EinShams University, 31, part 3, 69-135.
[3]	Ahmad, S., Hussain, A., & Ayeem, M. (2012). Relationship of academic self-efficacy to self- regulated learning, school identification, test anxiety, and academic achievement. International Journal of Education, 4, 12-25.
[4]	Al-jarrah A. (2010). The relationship between self-regulated learning and academic achievement among sample of Yarmouk university students. The Jordanian Journal of Educational Sciences, 6(4), 333-348.
[5]	Al-Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International Journal of Research in Education, (27), 57-72.
[6]	Arab League Educational, Cultural and Scientific Organization. (2010). 4th Forum of Arab Parliamentarians for Education (FARPED IV) From 7-9 June 2010 (Lebanon).
[7]	Azevedo, R., & Cromley, R. J. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia?. Journal of Educational Psychology, 96(3), 523–535. http://dx.doi.org/10.1037/0022-0663.96.3.523.
[8]	Bail, F. T., Zhang, S., & Tachiyama, G. T. (2008). Effects of a self-regulated learning course on the academic performance and graduation rate of college students in an academic support program. Journal of CollegeReading and Learning, 39 (1), 54-73. doi: 10.1080/10790195.2008.10850312.
[9]	Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall.
[10]	Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, K. & J. Underwood (Eds.), Self-regulated Learning in Technology Enhanced Learning Environments: A European Perspective. Rotterdam: Sense Publishers.
[11]	Bembenutty, H. (2006). Self-regulation of learning. Academic Exchange Quarterly, 10 (4), 221- 248.
[12]	Butler, D. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41(2), 81-92.doi:10.1207/s15430421tip4102_4.
[13]	Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 651(3), 245-281. doi:10.3102/00346543065003245.
[14]	Chen, C. S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning and Performance Journal, 20(1), 11-23.
[15]	Clercq, M., Galand, B., Dupont, S., & Frenay, M. (2012). Achievement among first-year university students: an integrated and contextualised approach. European Journal of Psychology of Education, 28(3), 641-662. doi:10.1007/s10212-012-0133-6.
[16]	Corsi, G. (2010). Self-regulated learning: studying the effects of a nontraditional instructional method in the high school science classroom. National Science Teachers Association, 77 (7), 58-62.
[17]	Dent, A. L., & Koenka, A. C. (2015). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 27(3),1-50. doi:10.1007/s10648-015-9320-8
[18]	DiBenedetto, M. K., & Bembenutty, H. (2011). Within the pipeline: self- regulated learning and academic achievement among college students in Science courses. A paper presented during the American Educational Research Association Annual Meeting, April 10, 2011, New Orleans, Louisiana.
[19]	Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning:Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58-74.
[20]	Fabriz, S., Dignath-van Ewijk, C., Poarch, G., & Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. European Journal of Psychology of Education, 29(2),239-255. doi:10.1007/s10212-013-0196-z.
[21]	Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Mathematics Education, 13(6), 1355-1375. doi:10.1007/s10763-013-9499-4
[22]	Hassan, F. H. (1995). Strategies of self-regulated learning and their relationship with academic achievement and level of intelligence of second graders of preparatory education. Journal of the College of Education in Zagazig, 22, 159-191.
[23]	Helat, M. K., & Kojah, A. M. (2015). Self-regulating learning: Comparative study between distinguished and non-distinguished students. 2nd International Conference for Distinguished and Talented Students, United Arab Emirate University, 19-21 May 2015.
[24]	Hong, E.; Peng, Y.; & Rowell, R. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19, 269–276.
[25]	Hu, L. T., and Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6 (1), 1-55.
[26]	Ibrahim, L. A. (1996). Components of Self-regulated learning and their relationship with self-esteem, achievement and facing the failure in academic achievement. Journal of Educational Research at Qatar University, 10, 199-236.
[27]	Ismail, N. M., & Sharma, A. (2012). Goal orientation and self-regulated learning strategies as predictors of EFL students’ GPA. Journal Of Educational Review, 5(1), 111-125.
[28]	Judd, J. (2005). The relationship between self-regulatory learning strategies and the academic achievement of high school chemistry students. Unpublished thesis inthe University of Hawaii, USA. http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/10439/uhm_med_530_r.pdf. Accessed 25 January 2016.
[29]	Kolovelonis, A., Goudas, M., Dermitzaki, I., & Kitsantas, A. (2012). Self-regulated learning and performance calibration among elementary physical education students. European Journal of Psychology of Education, 28(3), 685-701. doi=10.1007/s10212-012-0135-4.
[30]	Mace, F. C., Belfiore, P. J., & Hutchinson, J. M. (2001). Operant theory and research on self-regulation. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 39–65). Mahwah, NJ: Erlbaum.
[31]	Farajollahi, M., & Moenikia, M. (2010). The study of relation between students support services and distance students’ academic achievement. Procedia Social and Behavioral Sciences, 2, 4451–4456. doi:10.1016/j.sbspro.2010.03.710.
[32]	Muhammad, A. S., & Abu Bakar, N. (2015). Relationship of self-regulated learning and academic achievement among universiti sultan zainalabidin (UNISZA) undergraduate students. International Conference on Empowering Islamic Civilization in the 21st Century, 6-7 September 2015 – Universiti Sultan ZainalAbidin, Malaysia.
[33]	Ocak, G., & Yamac, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and Achievement. Educational Sciences: Theory & Practice, 13, 380-387.
[34]	Organization for Economic Cooperation and Development. (2003). The PISA 2003 Technical Report. https://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/35188570.pdf. Accessed 20 March 2016.
[35]	Peng, C. (2012). Self- regulated learning behavior of college students of science and their academic achievement. Physics procedia, 33, 1446-1450.
[36]	Perels, F., Dignath, C., & Schmitz, B. (2009). Is it possible to improve mathematical achievement by means of self-regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1): 17. doi:10.1007/BF03173472.
[37]	Perry, N, Phillips, L, & Hutchinson, L. (2006). Mentoring student teachers to support self-regulated learning. The Elementary School Journal, 106(3), 237-254. doi:10.1086/501485.
[38]	Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
[39]	Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. doi:10.1007/s10648-004-0006-x.
[40]	Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
[41]	Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. doi:10.1177/0013164493053003024.
[42]	Purdie, N., Hattie, J., & Douglas, G. (1996). Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison. Journal of Educational Psychology, 88(1), 87-100. doi:10.1037/0022-0663.88.1.87.
[43]	Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students' motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.
[44]	Rosário, P., Núñez, J., Valle, A., González-Pienda, J., & Lourenço, A. (2013). Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: A structural equation model. European Journal of Psychology ofEducation. 28(4):1311-1331. doi:10.1007/s10212-012-0167-9.
[45]	Sadia O., & Uyar, M. (2013). The relationship between self-efficacy, self-regulated learning strategies and achievement: A path model. Journal of Baltic Science Education, 12, 21-33.
[46]	Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. doi:10.1207/s15326985ep4002_3.
[47]	Schunk, D. H. (2011). Learning Theories: An Educational Perspective. Boston, MA: Pearson.
[48]	Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research and applications. New York: LEA.
[49]	Sui-Chu, H. (2004). Self-regulated learning and academic achievement of Hong Kong secondary school students. Education Journal, 32 (2), 87-107.
[50]	Tanriseven, I., & Dilmac, B. (2013). Predictive relationships between secondary school students' human values, motivational beliefs, and self- regulated learning strategies. Educational Sciences: Theory & Practice, 13, 29-36.
[51]	Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard University Press.
[52]	Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia Social and Behavioral Sciences, 15, 2623-2626.
[53]	Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). LASSI-Learning and study strategies inventory. Clearwater, FL: H & H Publishing.
[54]	Zimmerman, B. (1986). Becoming a self-regulated learner: which are the key subprocesses?. Contemporary Educational Psychology, 11(4), 307-313. doi:10.1016/0361-476X(86)90027-5.
[55]	Zimmerman, B. (1990). Self- regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3- 17. doi:10.1207/s15326985ep2501_2.
[56]	Zimmerman, B. (1995). Self- regulation involves more than metacognitions: A social cognitive perspective. Educational psychologist, 30 (4), 217- 221. doi:10.1207/s15326985ep3004_8.
[57]	Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72. doi:10.1207/s15430421tip4102_2.
[58]	Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. AmericanEducational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909.
[59]	Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. AmericanEducational Research Journal, 23(4), 614-28. doi:10.3102/00028312023004614.
[60]	Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. In B. J. Zimmerman and D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-12). New York: Routledge.

Cite This Article

Plain Text BibTeX RIS

APA Style

Khaled Alotaibi, Riyad Tohmaz, Omar Jabak. (2017). The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/10.11648/j.edu.20170601.14

Copy | Download

ACS Style

Khaled Alotaibi; Riyad Tohmaz; Omar Jabak. The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Educ. J. 2017, 6(1), 28-37. doi: 10.11648/j.edu.20170601.14

Copy | Download

AMA Style

Khaled Alotaibi, Riyad Tohmaz, Omar Jabak. The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Educ J. 2017;6(1):28-37. doi: 10.11648/j.edu.20170601.14

Copy | Download

@article{10.11648/j.edu.20170601.14,
  author = {Khaled Alotaibi and Riyad Tohmaz and Omar Jabak},
  title = {The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University},
  journal = {Education Journal},
  volume = {6},
  number = {1},
  pages = {28-37},
  doi = {10.11648/j.edu.20170601.14},
  url = {https://doi.org/10.11648/j.edu.20170601.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.14},
  abstract = {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.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University
AU  - Khaled Alotaibi
AU  - Riyad Tohmaz
AU  - Omar Jabak
Y1  - 2017/01/23
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170601.14
DO  - 10.11648/j.edu.20170601.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 28
EP  - 37
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170601.14
AB  - 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.
VL  - 6
IS  - 1
ER  -

Copy | Download

Author Information

Khaled Alotaibi

Department of Educational Psychology, King Saud University, Riyadh, Saudi Arabia
Riyad Tohmaz

Department of Administrative Sciences, Community College at King Saud University, Riyadh, Saudi Arabia
Omar Jabak

Department of Arts and Education, Community College at King Saud University, Riyadh, Saudi Arabia

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Khaled Alotaibi, Riyad Tohmaz, Omar Jabak. (2017). The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/10.11648/j.edu.20170601.14

Copy | Download

ACS Style

Khaled Alotaibi; Riyad Tohmaz; Omar Jabak. The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Educ. J. 2017, 6(1), 28-37. doi: 10.11648/j.edu.20170601.14

Copy | Download

AMA Style

Khaled Alotaibi, Riyad Tohmaz, Omar Jabak. The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University. Educ J. 2017;6(1):28-37. doi: 10.11648/j.edu.20170601.14

Copy | Download

@article{10.11648/j.edu.20170601.14,
  author = {Khaled Alotaibi and Riyad Tohmaz and Omar Jabak},
  title = {The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University},
  journal = {Education Journal},
  volume = {6},
  number = {1},
  pages = {28-37},
  doi = {10.11648/j.edu.20170601.14},
  url = {https://doi.org/10.11648/j.edu.20170601.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.14},
  abstract = {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.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - The Relationship Between Self-Regulated Learning and Academic Achievement for a Sample of Community College Students at King Saud University
AU  - Khaled Alotaibi
AU  - Riyad Tohmaz
AU  - Omar Jabak
Y1  - 2017/01/23
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170601.14
DO  - 10.11648/j.edu.20170601.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 28
EP  - 37
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170601.14
AB  - 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.
VL  - 6
IS  - 1
ER  -

Copy | Download