Relationship between Self-regulated Learning with Academic Buoyancy: A Case Study among Malaysia FELDA Secondary School Students

Abstract

Prior studies offer descriptive accounts of empirical evidence on the positive relation between self-regulated learning towards various academic outcomes. However, lack of studies looks into the relation between self-regulated learning specifically with academic buoyancy in secondary school mathematics learning. Therefore, this correlational study aims to assess the relationship between self-regulated learning and academic buoyancy in the context of mathematics learning. Using a sample of 463 secondary school students from FELDA area (southern and east coast area), data were collected from Academic Buoyancy Scale and Self-regulated Learning Questionnaire. Results showed that, overall students self-regulated learning was positively and significantly correlated with academic buoyancy. Besides, all three phases of self-regulated learning namely forethought, performance and reflection phase were also positively correlated with academic buoyancy. The findings of the study offer insights into the importance of having good self-regulated learning skills to be the protective factor in dealing with daily academic challenges in the mathematics learning setting.