The Role of Self-Regulated Learning in the Self-Assessment of Academic Performance Among Graduate Students
DOI:
https://doi.org/10.16930/2237-766220263701Keywords:
Self-Regulated Learning, Public University, Social Cognitive TheoryAbstract
This study aimed to investigate the influence of Self-Regulated Learning (SRL) on the Self-Assessment of Academic Performance among graduate students in the field of business. Methodologically, a quantitative and descriptive research design was adopted, with data collected through a survey and analyzed using Pearson’s Correlation and Simple Linear Regression to examine the relationship between self-regulatory strategies and the Self-Assessment of Academic Performance. The findings revealed that SRL is positively and significantly correlated with academic performance. The analysis further indicated that SRL functions as a predictor of performance, enabling individuals to translate intention into performance and to navigate the challenges of graduate studies, thereby fostering a more dynamic and cyclical approach to learning. However, certain limitations were identified, including the small sample size (34 respondents) and the subjective nature of self-assessment, highlighting the importance of future research to address these constraints and deepen the analysis. Therefore, this study contributes to the literature on SRL in graduate education. By linking Social Cognitive Theory with empirical findings, it advances the understanding of how universities can act as promoters of autonomy, supporting graduate programs that seek to enhance the learning process and student retention.
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