Variables of Self-Regulated Learning as Predictors of Academic Achievement

Abstract

This study examined the four variables of self-regulated learning, namely processing strategies, regulation strategies, mental models of learning, and learning orientations in predicting students’ academic achievement. The study constituents included 578 first year students [(Female n=479; 82.9%); Male n=99; 17.1%)] enrolled at Faculty of Psychology, in three universities in three big cities in Indonesia, Medan North Sumatra (n=258; 44.6%), Jakarta the capital city (n=209; 36.2%) and Surabaya East Java (n=111; 19.2%). The range of the participants’ age was from 17 to 23 years, and the mean age was 18.99 years. The Indonesia version of Vermunt’s Inventory of Learning Styles (ILS) was implemented to measure the four variables of self-regulated learning. The result of this study revealed that the four variables of self-regulated learning were significant predictors of students’ academic achievement. The study also showed the differences in the four variables of self-regulated learning in terms of gender and the university.