Core Self-Evaluation and Self-Regulated Learning on Academic Performance of Wollega University Students

Abstract

This study aimed to investigate the impact of core self-evaluation and self-regulated learning on Wollaga University students' academic performance. The study includes 230 randomly selected sample students from different colleges. Data was collected using a 5-semester cumulative grade point average, core self-evaluation, and self-regulated learning questionnaire. The findings illustrate that core self-evaluation has a strong effect, while self-regulated learning has little bearing on students' academic achievement. Multiple regression analysis revealed that self-regulated learning and core self-evaluation accounted for 5.7% of the variance in students’ academic achievement. Furthermore, stepwise regression analysis depicts that academic performance was primarily influenced by locus of control, followed by self-esteem. This suggests that self-esteem and internal locus of control were the biggest contributors to academic performance from core self-evaluation subscales, while self-regulated learning was not. This may be because of students’ lack of awareness about the skills of self-regulated learning, such as setting learning goals and managing their time. Therefore, the university has to facilitate intervention training for the students to make them effective in their learning, which in turn improves the university’s performance.