A study of self-regulated learning strategies as predictors of critical reading

Abstract

The study examines the effects of use of self-regulated learning strategies on critical reading performance among second year distance education students taking critical reading course. It also analyzes correlations of the variables treated. In this study, 140 participants, who were interested to participate, were included. To gather data, scales and tests were used. Both descriptive and inferential statistics, namely, Mean, standard deviation, Pearson product moment correlation coefficient, and multiple regression analysis were applied to analyze the data. The results reveal that all the variables are interrelated positively. Moreover, the output of the multiple regression analysis show that 52% of the variances in critical reading are accounted for by the group effects of the self regulated learning strategies entered in the regression equation. Among these, use of behavioral self-regulated learning strategies was found to have great effects on performance in critical reading. The findings seem to suggest that attention needs to be paid to the uses of self-regulated learning strategies. Key words: Personal self- regulated learning strategies, behavioral self- regulated learning strategies, environmental self- regulated learning strategies, critical reading.