Self-regulation learning variables and learners’ performance: A correlational analysis
Leni D. Magsino
Abstract
The study evaluated the self-regulation related variables and the learners’ performance to determine any significant relationship. Through descriptive-correlational design, the data were generated from the 250 Grade 9 students of Dolores Macasaet National High School for the school year 2018 – 2019. The various statistical treatments were arithmetic mean and Pearson Product Moment Correlation. The results showed that the students’ self-regulation were “moderately high” in memory strategy, goal setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility and organizing. Moreover, the manifested learners’ performance in terms of motivation, cognition, and behavior were also “moderately high”. It was further revealed that there is a significant relationship between the self-regulation variables and the learners’ performance. It is recommended to develop a program that will stabilize or strengthen the students’ motivation to self-regulate in terms of learning. This can be included in all aspects of classroom management. Further research using a standardized or validated questionnaire can further strengthen the findings of this study.
Keywords
self-regulation, learners’ performance, motivation, cognition, behavior
Author information & Contribution
Leni D. Magsino. Teacher, Dolores Macasaet National High School, Philippines
Disclosure statement
Funding
Institutional Review Board Statement
Data and Materials Availability
AI Declaration
Notes
Acknowledgement
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Cite this article:
Magsino, L.D. (2021). Self-regulation learning variables and learners’ performance: A correlational analysis. International Review of Social Sciences Research, 1(2), 34-57. https://doi.org/10.53378/346498
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This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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