Abstract
Self-regulated students are those who know about their metacognitive information of techniques and undertakings, just as self-learning. These students can move their metacognitive learning to all unique circumstances and substance zones. The research was conducted to explore the relationship between self-regulation and motivation among students at university level of Lahore. Researchers identify the perceptions of university students about their Self-Regulation and Motivation level. The major objective of the study was to investigate relationship between Self-Regulation and Motivation among Students at university level of Lahore. The total sample was consisted of 200 teachers. Majority students agreed that they usually keep track of progress toward their goals. According to them their behaviors are not different from other people. Students were agreeing that they tend to compare themselves with other people. They do not learn well from punishment. They said they have lot willpower. Some students said that they set goals for themself and keep track of progress. The r - value shows that there was a significant positive association between self-regulation and motivation of students. Moreover, it is concluded that there was a moderate relationship between Self-Regulation and Motivation. There was significant difference in male and female students regarding self-regulation and motivation. There is need to organize or introduce such kind of activities to enhance the self-regulation and motivation among students. Keywords: Self-regulated, self-learning, motivation, university. DOI : 10.7176/JCSD/54-02 Publication date: December 31 st 2019
Highlights
Social cognitive concept has given a hypothetical premise to the improvement of a model of self-managed learning in which individual, relevant and behavioral variables cooperate so as to offer students a chance to manage their learning (Bandura, 1986)
There was no significant difference in mean scores of self-regulation on students on the basis of their CGPA
The research was conducted to explore the relationship between self-regulation and motivation among students at university level of Lahore
Summary
Social cognitive concept has given a hypothetical premise to the improvement of a model of self-managed learning in which individual, relevant and behavioral variables cooperate so as to offer students a chance to manage their learning (Bandura, 1986) Inside this structure, Pintrich (2000) characterized self-directed learning as a functioning useful procedure whereby students set objectives for their learning and afterward endeavor to screen, manage, and control their cognizance, inspiration, and behavior, guided and obliged by their objectives and the logical highlights of nature. These self-administrative exercises can intercede the connections among people and the unique situation, and their general accomplishment (Zimmerman, 2000). These students utilize automatic procedures to intervene the impact of outside settings and individual qualities in order to upgrade scholastic accomplishment and execution
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