Academic Self-Efficacy, Self-Regulated Learning and Academic Achievement of Higher Secondary Students in Bangladesh

Abstract

The present study aimed at investigating the role of academic self-efficacy and self-regulated learning on Bangladeshi Higher Secondary students’ academic achievement, as there was a dearth of research on such issues in the context of the study population. The data were collected from a sample of 230 higher secondary school students utilizing the convenience sampling technique. Results suggested significant mean differences in academic self-efficacy, self-regulated learning, and academic achievement by gender and residence areas. Academic self-efficacy was the strongest predictor of academic achievement that was partially mediated by self-regulated learning. Results also suggested that gender moderated this mediational relationship among study variables. The present study findings would help students, teachers, guardians, and policymakers to ensure quality education in this academic layer.

The Chittagong Univ. J. B. Sci., Vol. 10(1 & 2):157-165, 2020