Self-Regulated Learning Among Undergraduate Students in Relation to Their Gender and Parental Involvement

Self-regulated learning refers to individual’s ability in developing knowledge and skills with full responsibility and perseverance in fulfilling their learning demands successfully. Parental involvement is important predictor of student’s self-regulated learning. However, previous researches conducted on self-regulated learning have focused on the school environment and has not focused on the home situation. In particular, researches on the role of parents in self-regulated learning when students enter in college have been limited. In the present study an attempt has been made to explore the self-regulated learning among undergraduate students in relation to their gender and parental involvement. To achieve the objectives of the present study, a sample of 1187 undergraduate students were selected using a random sampling technique from different government colleges of Himachal Pradesh. Self-regulated Learning Scale and Parental Involvement Scale were used for collection of requisite data from the selected subjects. Statistically data was analysed by using two-way Analysis of variance for 2×3 factorial design of the study i.e. two types of Gender i.e. male and female and three level of Parental involvement (i.e. high, moderate and low). Findings of the study reveal that there is significant effect of gender on self-regulated learning of undergraduate students. Parental Involvement has significant effect on Self-regulated learning of undergraduate students. Gender and parental involvement (in combination with each other) were not found to have significant interactional effects on self regulated learning of undergraduate students.