Authors:
K. Vijayarani, Vinnaras Nithyanantham, Jerusha Angelene Christabel G, Divya Marupaka

Addresses:
1Department of Education (SDE), Bharathiar University, Coimbatore, Tamil Nadu, India. 2School of Education, DMII St. John the Baptist University, Mangochi, Malawi, South Africa. 3Department of English, Sathiyabama Institute of Science and Technology, Chennai, Tamil Nadu, India. 4Department of Software Engineer, Unikon IT Inc, Irvine, California, United States of America. vijayarani.k@buc.edu.in1, profvinnaras.n@gmail.com2, jeru123bell@gmail.com3, divya.marupaka@tmnas.com4 

Abstract:

Self-regulation in academic contexts entails a multi-dimensional construct including cognitive, meta-cognitive, motivational, behavioral, and environmental processes the learners can apply to enhance academic achievement. Learners’ ability, effectiveness, and attainment are measured by means of their academic scores. For students who are entering into the next stage of higher education, placement is based on achievement scores only. All type of students is not reaching their high-level achievement scores. Some student scores high, some students score very low level, and some students score suddenly contrast. But at the end of the secondary examination, they can’t achieve their high scores; instead, they get low scores. Some students have well-efficient and conditioned family support, but the students are not able to reach their achievement at a high level. This is because these students underestimated the curriculum of their study, lacked their learning strategies, peer group destruction, overconfidence about themselves, and insufficient support from the environment. It has been found that there is no significant difference among high school students in their academic achievement with respect to variables like sex, locality and, girls, boys, and co-education institutions, type of family. There is no significant difference among the high school students whose parents are private employees, government employees and self-employed in their achievements.

Keywords: Self-Regulation; Learning Habits; Learning Strategies; Achievement; Self-Employed; Peer Group; Secondary Examination; Co-Education Institutions; Type of Families.

Received on: 11/01/2023, Revised on: 05/03/2023, Accepted on: 19/04/2023, Published on: 04/06/2023

FMDB Transactions on Sustainable Techno Learning, 2023 Vol. 1 No. 2, Pages: 92-110

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