Gender Differences and Key Predictors of Self-Regulated Learning
Keywords:
self-regulated learning, motivation, gender differences, EFL, university studentsAbstract
This study investigates key predictors and gender differences in self-regulated learning (SRL) and motivation among Moroccan university students of English as a foreign language (EFL). It also examines students’ motivational profiles and their use of SRL strategies in relation to academic achievement in English. The study involved 403 Moroccan EFL university students (219 females and 184 males), and data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive statistics, independent-samples t-tests, and multiple regression analyses were conducted to assess levels of SRL and motivation, explore gender differences, and identify significant predictors of academic achievement. The findings revealed that students reported generally high levels of SRL strategy use and motivational orientations. Regression analyses indicated that elaboration, self-efficacy, and extrinsic goal orientation were significant predictors of English academic achievement. In terms of gender differences, female students demonstrated significantly higher engagement in SRL strategies than male students, whereas no statistically significant differences were found in motivational beliefs. These findings highlight the importance of fostering effective self-regulated learning strategies and enhancing motivational factors in university EFL contexts, which suggests that educational practices that explicitly support SRL development can contribute to improved academic achievement across genders.
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