Self-regulated learning among university students: role of self-determination related needs and academic locus of control

Abstract

As per self-determination theory, the satisfaction of self-determination related needs (autonomy, competence and relatedness) are necessary for engaging in selfregulated learning among university in whi ch ro le of academic locus of control needs to be studied. This study was carried out to explore the ro le of academic locus of control learning as an explanatory mechanism between the relationship of selfdetermination based needs and self-regulated learning. A survey was conducted using Basic Psychological Needs Scale (Deci & Ryan, 2000) to measure self-determination based needs, Academic Locus of Control Scale (Trice, 1985), subscale of Selfregulated Learning of Moti vated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia & Mckeachie, 1991) and last semester GPA as an indi cator of academic achievement. The sample comprised 356 (male = 203, fema le = 153) students of Quaid-i-Azam University from different departments. The reliability of the questionnaires was satisfactory. Various statistical analyses were run through to test the hypotheses. Ni ne hypotheses were made on based upon the past literature, and all hypotheses were confirmed on the basis of find ings. Self-determination re lated needs (a utonomy, competence, relatedness) were positively rela ed with self-regulated learning and internal locus of control. The strongest predictors were autonomy and academic locus of contro l in predicting se lf-reg ulated learn in g. Academic locus of control played a med iating role between self-determinati on based needs and se lfregulated learning. Academic locus of control was non-s ignifi cant medi ator for autonomy and re latedness 111 predicting GPA, but it played mediating role for competence 111 predicting GPA. Age and gender played a moderating role in relationship of self-determination related needs and se lf-regulated learning.· Male students were more satisfi ed with all needs (autonomy, competence & relatedness) and internal locus of control was high in male students. Self-regulated learning was also high in male students as compare to female students. The findings can lead to better understanding of role of satisfaction of se lf-determination related needs and academic locus of control in self-regulated learnin g among adol escents.