Impact Of Self-Regulated Learning Strategies On Academic Achievement Among High School Students

Abstract

This study investigated the impact of self-regulated learning strategies on academic achievement and resilience among high school students in the Budgam district. Utilizing a balanced sample of 100 high school students (50 males, 50 females) and employing the M.N. Palsane Study Habits Skill inventory alongside two-year academic records, the research revealed significant gender differences. Female students demonstrated superior study habits and higher academic performance compared to their male counterparts, with both differences being statistically significant at the 0.01 level. These findings underscore the potential influence of effective self-regulated learning strategies on academic success and highlight the need for targeted interventions to improve study habits among male students, thereby potentially reducing the observed gender disparity in academic achievement.