Exploring the Role of Self-Regulated Learning in Academic Achievement: Evidence from Sultan Moulay Slimane University

Abstract

Among the most important topics discussed in universities are self-regulation and educational performance. The present study aimed to examine the relationship between self-regulated learning strategies and educational performance among EFL students in the English Department of the Faculty of Arts and Humanities at Sultan Moulay Slimane University, Beni Mellal, Morocco. This study employed a cross-sectional correlational design, involving 104 students selected through non-probability sampling. Data were collected using the Academic Self-Regulated Learning Scale (A-SRL-S). The analysis was carried out in multiple stages to ensure the reliability and validity of the instrument. Results revealed a statistically significant positive association between self-regulated learning with academic achievement within the sample. Self-regulated learning differed significantly across academic achievement groups, with a moderate effect size (ƞ² = 0.117, explaining 11.7% of the variance). The study offers some implications for teaching to enhance students' self-regulated learning skills.