Self-Regulated Learning: An Exploratory Study (Level and Gender Difference)

Self-regulated learning as defined by Wolters, Pintrich and Karabenick (2005, P 2), is “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment". The present study aimed to explore the level and gender difference among English as Foreign Language (EFL) university students of Afghanistan. The sample consisted of 180 (105 males and 75 females) students from four various public universities of Afghanistan. A questionnaire including 48 items assessing self-regulated learning of university students was administered. The findings of the study revealed that, maximum number of university students fall into the category of high level of self-regulated. No significant difference was found between male and female university students of Afghanistan in terms of their self-regulated learning.