The Influence of Self-Regulated Learning and Institutional Climate on Academic Achievements of Teachers’ College Education Students in Wollega Zones
DOI:
https://doi.org/10.20372/star.v12i2.05Keywords:
Academic Achievement, Institutional Climate, Self-Regulated LearningAbstract
This study used a correlational research method to evaluate the impact of institutional atmosphere and self-regulated learning on college students' academic attainment. Purposive sampling strategies were used to pick third-year students from the two teacher colleges of education in order to obtain a thorough picture of the students' academic achievement. Then, proportionately from each department and both sexes, 278 students were chosen using a stratified simple random sampling procedure. The registrar offices of the institutions provided a five-semester cumulative academic achievement, and data was gathered through questionnaires on self-regulated learning and institutional climate. The study's conclusions showed a correlation between students' academic success and self-regulated learning as well as the institutional climate. The results of the multiple regression analysis also demonstrated a strong relationship between the students' academic progress and the institutional atmosphere and self-regulated learning. Thus, it was determined that students' academic progress is positively impacted by self-regulated learning and the institutional climate.
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