The impact of self-regulated learning of prospective teachers on academic achievements at university level
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Abstract
Sustainable development views lifelong learning as a key skill and attitude. Prospective teachers are expected to demonstrate the attitude of lifelong learning. The purpose of this study was to investigate the impact of self -regulated learning on academic achievements at university level. It has proven to be a determinant of student learning towards achievement. Research has shown that student’s perceptions of self-regulated learning were strongly related to student’s academic achievement. The research compared the relationship among prospective teachers and self-regulated learning. This correlational study addressed five self-regulatory behaviors: self-planning, self -monitoring, self-evaluation, self-instruction, and self-reaction and investigated their relationship with academic achievement and student’s self- regulated learning. Prospective teachers in all public universities considered the population of the study. The sample of 500 students were selected from three public universities by using random sampling technique. Descriptive statistical techniques were used to obtain information and the results were generalized to the whole population. Items were supposed to assess the Self-regulated learning of prospective teachers and its effect on their academic performance. The main purpose of the study was to examine the “impact of self-regulation on academic achievement of prospective teachers at different public universities. Data were collected from prospective teachers of three universities of District Lahore. The findings of the study showed that there was a strong positive relationship among students self-regulated learning behaviors and academic achievements of prospective teachers at university level.
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