Regulate, Learn and Achieve: Examining the Predictive Power of Self-Regulated Learning on University Students’ Academic Achievement

Abstract

The study investigated the extent to which self-regulated learning predicted the academic achievement of students at the University of Skills Training and Entrepreneurial Development (USTED). The study was guided by one research question and seven hypotheses. A quantitative approach, employing a descriptive cross-sectional survey design, was adopted. A multistage sampling procedure involving purposive, stratified proportionate, and simple random sampling using a table of random numbers was employed to select 577 students from USTED. Data were collected using an adapted standardised self-regulated learning scale. The data were analysed using descriptive statistics, including means and standard deviations, as well as structural equation modelling (SEM). The findings revealed that self-regulated learning significantly predicted the academic achievement of USTED students. Specifically, goal setting, environmental structuring, and time management emerged as significant predictors of academic achievement, whereas task strategies, help seeking and self-evaluation did not significantly predict academic achievement. Overall, the findings underscore the importance of self-regulated learning in explaining academic achievement among USTED students. The study therefore recommends that lecturers and heads of academic departments should intentionally integrate self-regulated learning strategies, including goal setting, metacognition, environmental structuring, and time management into their teaching and instructional practices. Assessment approaches should likewise incorporate these strategies to encourage their consistent application among students and, consequently, enhance academic performance. Furthermore, future research should employ longitudinal designs to investigate how self-regulated learning develops and interacts with students’ learning behaviours over time, and how these interactions subsequently influence academic achievement.

Keywords: Self-regulated learning, academic achievement, USTED students

DOI: 10.7176/JEP/17-10-04

Publication date: October 30th 2026