SELF-REGULATED LEARNING STRATEGIES IN RELATION TO ACADEMIC RESILIENCE

Vidhu Mohan and Mohita Verma

No 2020-36-06, Working papers from Voice of Research

Abstract: The purpose of the present study was to examine the relationship between self-regulated learning strategies and academic resilience of students. The sample comprised of 162 adolescents from various public schools of Patiala, Ludhiana (Punjab) and Chandigarh. Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al.,1991) and Motivation and Engagement High School Scale (Martin, 2012) were used to assess the relationship between dimensions of learning strategies (critical thinking, meta-cognitive self-regulation and peer learning) and academic resilience (self-belief, persistence, anxiety and uncertain control) respectively. It was hypothesized that dimensions of learning strategies would positively correlate with self-belief and persistence, dimensions of academic resilience and negatively correlate with anxiety and uncertain control, dimensions of academic resilience respectively. Pearson product moment correlation coefficient was used to analyze the data. Implications of the findings have been discussed Key Words: Self-regulated learning strategies, Academic Resilience, Adolescents Policy

Date: 2020-12
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