Self-Regulated Learning of Adolescents in Relation to Their Achievement Motivation

BACKGROUNDLearning is the most important event in one's life and it is one of the major theoretical perspectives of Psychology. Considerable investments in theoretical and basic research over several decades have yielded insightful and detailed models of academic learning that simultaneously articulate facets of knowledge, cognition, motivation and emotion (Corno, 1993). The influence of self-regulation in learning activities has been of considerable interest for many researchers (Bandura, 1986; Butler, 1998; Paris and Paris, 2001; Schunck 1987; 2005; Winne and Perry, 2000; Zimmerman, 1986; 2000; Zimmerman and Bandura, 1994). The outcome has provided us with considerable insight into the dynamics of self-regulation.Self-regulation is an ability to behave according to one's own intention in a flexible way (Kuhl, 1992). With respect to learning, self-regulation bridges the gap between academic performance and two of its determinants viz. cognitive abilities and achievement motivation (Winne, 1995). Social cognitive researchers have viewed selfregulation as an achievement of socialization processes (Bandura and Walters, 1963). Self-regulated learning (SRL) is a cognitively inherent aspect of learning. principally comprises of knowledge, beliefs and learned skills. It is also viewed as a process through which students activate and sustain cognition, behaviour and affect that are systematically oriented towards the attainment of their goals (Zimmerman,1998). Selfregulated learners are assumed to understand the impact of the environment on them during the acquisition process and know how to improve that environment through the use of various strategies. Self-regulated students use academic learning strategies in a cyclic manner and this depend on the monitoring of environmental factors, personal factors as well as behavioural factors (Zimmerman and Bandura, 1994). Zimmerman and Martinez-Pons (1986) identified the following SRL strategies based on the triadic view of learning viz. self-evaluation, organizing and transforming, goal-setting and planning, seeking information, keeping records and monitoring, environmental structuring, self-consequences, rehearsing and memorizing, seeking social assistance (from peers, teachers and adults) and reviewing records (reread notes, tests, and textbooks). Kadhiravan (1999) measured the above said strategies with a help of selfreport measure.The need for achievement (n-ach) can be defined as a desire to meet some internal standard of excellence. Students with high n-ach are considered to be moderate risk takers. Need for achievement (n-ach) and calculated risk taking lead to success in many situations. People with high achievement motivation complete difficult tasks, earn better grades and tend to excel in their occupations. They are more likely to renew their efforts when their performance is poor. These are the essential qualities, which help to regulate one's own learning.Rationale for the StudySelf-regulated learning refers to a cognitively inherent aspect of learning, which is constituted jointly by the complexity of information and information processing. Adolescence is an intermission between earlier freedom and subsequent responsibilities and commitments, which require a lot of self-regulatory capabilities. Motivated behavior operates in distinct stages. Parents want their children to succeed everywhere and expect them to have opportunities for advancement. They develop values, which will guide their choices in areas where achievement will make the dream come true. It is widely accepted by the researchers that achievement motivation is an essential quality and learners should guide and regulate their own learning. In this context it is imperative to explore the relationship between self- regulated learning and achievement motivation of adolescents.Hypotheses1. Male and female students significantly differ in their self-regulated learning. …