Self regulated learning and academic achievement in relation to academic emotions learning approaches and social competence of senior secondary school students

Abstract

The study aimed to investigate the Academic Emotions, Learning Approaches and Social Competence of Senior Secondary School Students in relation to Self-Regulated Learning and Academic Achievement. Descriptive exploratory research method was employed. Sample was collected randomly. The sample included 686 students (both male and female) from government and private senior secondary schools, studying in class XI of Hoshiarpur District.Self-Regulated Learning Scale was developed by the investigator. Academic Emotions Questionnaire adapted from Academic Emotions and Achievement Questionnaire (AEQ) Pekrun, Goetz, Titz, and Perry (2002).Scores of the previous class were taken as Academic Achievement of the students. Learning Approaches Scale, R-SPQ-2F (2001) by Biggs, Kember, and Leung and Social Competence Scale (2015) by Shujja, Malik and Khan were used. Correlation, Regression, t-test, ANOVA techniques were employed to analyze the data. Findings revealed that self-regulated learning has a significant positive relationship with academic emotions, deep learning approach and social competence but has negative relationship with surface learning approach. Secondly Academic Achievement has a significant positive relationship with academic emotions, deep learning approach and social competence but has negative relationship with surface learning approach. No significant difference exists in the Self-regulated learning and Academic Achievement of senior secondary school students studying in government and private schools, while a significant difference exists in Self-regulated learning and Academic Achievement of senior secondary school students about gender. newline