Self-Regulated Learning Strategies and Their Relationship to Self-Efficacy Among the Students of Psychology Department at Bordj Bou Arreridj University

Abstract

The study aimed to identify the relationship between self-regulated learning strategies and self-efficacy among psychology students at the University of Bordj Bou Arreridj and whether there are differences between them in terms of self-regulated learning strategies and self-efficacy according to the university level variable. The study was conducted on a random sample of (126) male and female students where the researcher applied the descriptive approach and the scale of “Pintrich and Others (1991)” of the self-regulated learning strategies and the scale of “Kim & Park (2000)” of self-efficacy.

The results of the study showed that there is a correlation between the scores of self-regulated learning strategies and the degrees of self-efficacy among psychology students at the University of Bordj Bou Arreridj. The study also revealed that there were no differences in self-regulated learning strategies and self-efficacy among psychology students at the University of Bordj Bou Arreridj according to the university’ level variable.