A study of self-regulated learning among college students with respect to family

Abstract

Self-regulated learning involves taking control of our own educational experience, where learners set specific goals, select effective strategies to reach them, implement those strategies, and consistently monitor their progress. In self-regulated learning, learners develop the ability to understand and monitor their own cognitive processes, enabling them to employ cognitive strategies that foster critical thinking, including comprehension activities and problem solving skills leading to improved academic performance and lifelong learning. The methodology used in the study was descriptive research method in which survey technique was employed. The population of study comprised of college students of Udhampur Town. The sampling technique used for the study was simple random which comes under the probability sampling. The sample of the study includes 160 college students of Udhampur. The collected data was analyzed by using the t-test to derive valid conclusion. The findings of study shows that there is significant difference in mean scores of self regulated learning between nuclear and joint family college students but no significant difference existed with respect to self-awareness, planning and goal setting, self-motivation, self- control, self- evaluation and self-modification. It further revealed that the self-regulated learning of college students help them to engage in their learning according to their types of family.