EFFECT OF SELF REGULATED LEARNING STRATEGIES ON LOCUS OF CONTROL OF UNIVERSITY STUDENTS

Abstract

            This study aimed at investigating how self-regulated learning (SRL) strategies can affect locus of control among university students. It was a quantitative research and the causal-comparative research design was used. The population of study included students of B.Ed. of six universities of Lahore district (three public and three private). Stratified random sampling method was employed by the researcher when selecting the sample of 300 students towards this end. In this study, the data from respondents were collected using two research instruments. The two instruments were adapted in order to meet the requirements of the research. The instruments were validated with respect to expert opinion. Pilot testing was done. The reliability of the instruments was verified by using Cronbach alpha. The results were obtained by descriptive (i.e. Mean, Standard Deviation, Frequency, and Percentage) and inferential statistics (i.e. Pearson’s r correlation and regression analysis). The results showed moderate but statistically significant levels of self-regulated learning and locus of control (LOC) among the students of the university. The positive correlations and the results of the regression indicated that self-regulated learning strategies are important in shaping the perception of control among students. The enhancement of SRL methods helps to enhance self-confidence, determination and academic performance of students.