Bridging the gap: Exploring self-regulated learning and academic achievement in Moroccan higher education

Omar Baissane; Hassan Zaid

doi:10.32674/kmf9bx98

Authors

Omar Baissane Faculty of Arts and Humanities, Sultan Moulay Slimane University https://orcid.org/0009-0002-7270-5889
Hassan Zaid Faculty of Arts and Humanities, Sultan Moulay Slimane University https://orcid.org/0000-0003-2050-6116

DOI:

https://doi.org/10.32674/kmf9bx98

Keywords:

Academic achievement, Autonomous learning, Motivation, Moroccan EFL Students, Self-regulated learning

Abstract

Self-regulated learning (SRL) has been consistently correlated with academic achievement across various educational contexts. Although its importance is widely acknowledged, there remains a notable gap in research on SRL and its predictive power concerning academic achievement within the Moroccan educational setting. This study investigates the relationship between SRL and academic achievement among Moroccan English as a Foreign Language (EFL) university students through a quantitative approach. A total of 403 students completed the Motivated Strategies for Learning Questionnaire, and the data were analyzed via multiple regression analysis. The results revealed a positive relationship, with SRL constructs emerging as significant predictors of academic achievement. The regression model explained 18% of the variance in academic achievement, indicating a moderate but noteworthy impact. The study further discusses practical strategies that educators can adopt to promote SRL, enhance autonomous learning, and equip students with the necessary skills for the complexities of the modern world.

Author Biographies

Omar Baissane, Faculty of Arts and Humanities, Sultan Moulay Slimane University

Omar Baissane is a PhD candidate and Adjunct Professor with a focus on applied linguistics and language teaching. His academic work explores effective language learning strategies and the integration of applied linguistics into teaching practices. He is passionate about promoting learner-centered approaches and enhancing language education through research-driven methods.
Hassan Zaid, Faculty of Arts and Humanities, Sultan Moulay Slimane University

Zaid Hassan is a lecturer at Sultan Moulay Slimane University. His academic interests focus on applied linguistics and language teaching, with a particular emphasis on innovative approaches to language education and learner development. He is dedicated to advancing research and practices in language instruction

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