research-abstracts.page.titleprefix
Self-regulated learning and academic performance among pre-university business students in a Malaysian private tertiary educational institution
Self-regulated learning and academic performance among pre-university business students in a Malaysian private tertiary educational institution
| dc.contributor.author | Lim, Chee Leong | |
| dc.contributor.author | Lee, Andrew Hock Cheong | |
| dc.date.accessioned | 2022-11-10T19:11:10Z | |
| dc.date.available | 2022-11-10T19:11:10Z | |
| dc.date.copyright | Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated | |
| dc.date.issued | 2000-00-00 | |
| dc.description | Abstract: With the shift from teacher-centered learning to student-centered learning, students are shouldering a heavier responsibility in their studies. Their learning strategies will decide whether they perform well or otherwise academically. Thus, students will have to regulate their learning in order to maximize their understanding of a subject matter both in and out of the classroom. Based on the Motivated Strategies for Learning Questionnaire by Pintrich, Smith, Garcia and McKeachie (1991) and in collaboration with 145 final semester pre-university business students, this study seeks to explore whether self-regulated learning strategies among these students have an influence on their academic results. Academic results were measured by the students’ average marks attained for ten subjects taken in the one-year pre-university business program. Pintrich et al. (1991) identified two major learning strategies, namely cognitive and metacognitive strategies and resource management strategies. A significant positive relationship has been found to exist between resource management strategies and students’ academic results. The t-test results revealed a significant difference in resource management strategies between high and low achievers. These findings will enable educators to understand their students better, develop their teaching methodologies to complement students’ learning strategies. Once self-regulatory skills are developed, students and teachers will benefit by having healthier, more productive learning experiences. This will ultimately contribute to improve students’ academic performance. | |
| dc.description | Full text access : Research & development Centre, Taylor’s University, Malaysia (e-mail: GTDLSRnD@taylors.edu.my) | |
| dc.identifier.uri | https://irepo.taylors.edu.my/handle/123456789/448 | |
| dc.subject | Learning strategies--Malaysia | |
| dc.subject | Student-centered learning–Malaysia | |
| dc.subject | Study skills--Malaysia | |
| dc.title | Self-regulated learning and academic performance among pre-university business students in a Malaysian private tertiary educational institution | |
| dspace.entity.type | Research-Abstracts | |
| local.identifiers | vital:387 | |
| local.identifiers | valet-20130911-08076 | |
| local.language | English | |
| local.school | Taylor's Business School |