THE ROLE OF SELF-REGULATION IN ACADEMIC ADVISING FOR A SAMPLE OF UNIVERSITY STUDENTS

Abstract

The current research aims to identify the level of self-regulation in academic advising among a sample of university students and the differences in the self-regulation of academic advising according to the variable (the cumulative average of the level of academic achievement) among female university students. The research sample consisted of 80 seventh-level students in the Department of Psychology at the Faculty of Education for Girls in Abha – King Khalid University in Saudi Arabia. This research used a descriptive approach. The researcher built and designed a self-regulation scale in the implementation of an academic advising plan to apply it to the research sample. The results showed statistically significant differences at 0.01 in favor of the means of the female students’ scores on the two dimensions (planning and goals – self-evaluation) of the dimensions of the self-regulation scale in the implementation of the academic advising plan. Also, the dimensions of self-regulation in academic advising fall within the high and medium categories of the scale. The dimension of planning and goals came first, followed by the dimension of self-evaluation in second place with a high degree. The dimension of requesting academic aid was ranked third and averaged. The study showed no statistically significant differences in the dimensions of the self-regulation scale for academic advising and the total score according to the cumulative average variable of the level of academic achievement among the female students of the current research sample. All the students had a high level of academic achievement, including grades of Good, High, Excellent, and Very Good, respectively, indicating that all female students in the current research sample used self-regulation skills in academic advising, which helped them raise their academic achievements and maintain a high GPA.