A Study of gender, achievement motivation, and intelligence as determinants of self-regulated learning of high school students

The present study aimed to examine difference in self-regulated learning with respect to gender, intelligence, and achievement motivation. The respondents are 110 students studying in class Xth of DAV Centenary Public School, Rohtak (Haryana, India). Self-Regulated Learning Scale developed and standardized by Gupta and Mehtani, Academic Achievement Motivation Scale by Deo and Mohan, and Intelligence Test by Mohsin were used to measure the variables self-regulated learning, achievement motivation, and intelligence respectively. This study employed a quantitative approach with descriptive analysis as its methodology and the descriptive statistics such as mean, SD and t-test were worked out on the scores of self-regulated learning. The results of the investigation showed that i) a great deal of students have moderate level of self-regulated learning; ii) difference between boys’ and girls’ self-regulated learning is not statistically significant; iii) achievement motivation differences in self-regulated learning is significant; and iv) the differences in self-regulated learning with respect to intelligence is significant.