Locus of Control and Self-Regulated Learning Strategies and their Relationship with Academic Achievement among (Male-Female) Students of Mathematics at Shaqra University
Keywords:
Locus of Control, self-rgulated learning strategies, Students of Mathematics, Academic Achievement.Abstract
The present research work aims at investigating the locus of control and self-regulated learning strategies and their relationship to academic achievement among (Male-Female) students of mathematics at Shaqra University. In order to answer the research questions, the researchers have used their own measurement for learning strategies, and Router measurement for locus of control.
The reliability and validity of the research instrument were verified to be high. The sample of the study consists of (236) male and female mathematics students at Shaqra University, (89) male students at the college of sciences and (147) female students at the college of Education.
The findings are that the students' locus of control is external. There are also differences found between them in learning strategies, except for facilitating resources and human resources strategy. The level of male students use of the strategies is average, while the level of female students use is high. There are also differences in learning strategies among female students in the first and fourth year in favor of fourth year students. On the other hand, there are no differences among male students. In addition, no differences are found among male and female students in locus of control related to level. The study shows a correlation between the GPA, locus of control and learning strategies among female students only. Moreover, there are differences in locus of control and learning strategies between low and high academic achievement among female students only.
