Abstract
The present study was designed to analyze the relationship of selfregulation and academic achievement among high and low achiever
undergraduate students. According to Baumeister, Heatherton and Tice
(1994) self-regulation skills help to control the thoughts and task
performance in individuals. Students who possess more self-regulatory
skills perform better in academics compared to those who are low in selfregulation. To understand the problems associated with
underachievement, it is important to measure the level of self-regulation
of high and low academic achievers. A sample of 450 male and female
undergraduate students, divided into high (n = 250), and low (n = 200)
achievers were drawn, with an age range of 20-24 years (M = 22.07, SD
= 9.87) years. Findings indicated that controlled self-regulation is
negative predictor of academic achievement and autonomous is positive
predictor of achievement. High academic achievers were more selfregulated than low academic achievers and gender differences in selfregulation also found. Male students were significantly more selfregulated than the female students. Results have been discussed in terms
of the importance of self-regulation to manage problems related to
academic achievement and learning effectively.
Muniza Malik, PhD, Dr. Nagina Parveen, PhD. (2019) Self-regulation and Academic Achievement: a comparative analysis of high and low academic achievers, Journal of Behavioural Sciences, Volume 29, issue 2.
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