A Profile of Academic Self–Regulation of Secondary Schools

Abstract

The present study identified Academic Self-Regulation profiles in a sample of students from ICSE and SSC school.120 students completed Ryan and Connell (1989) Academic Self- Regulation (ASR-Q) scale. The present research is of a descriptive survey type. Profile analysis was applied to four indices from ASR-Q scale:External Regulation, Introjected Regulation,Identified Regulation and Intrinsic Motivation. The results show that the Academic Self-Regulation of student of ICSE and SSC schools shows flatness between and across dimensions. The overall profile analysis is flat between and across dimensions and they intersect with 2 dimensions. They intersect at "Identified Regulation" and "Intrinsic Motivation". The groups are at equal level for "Identified Regulation" and "Intrinsic Motivation" both. Thus, the school type does not have any implications for the Academic self-regulation of secondary school students. The reasons could be that the students come from the same population and the same background and therefore the group is same on the mean scores. It could also be that study strategies could be the same in both the schools. The methodology adopted for the transaction of the curriculum may be similar. The other reason could be that the teachers belonging to these schools to may be from similar background. It also reveals that the Academic Self–Regulation and its dimensions, namely, External Regulation, Introjected Regulation, Identified Regulation and Intrinsic motivation are “moderate” in magnitude. However, there is need to develop a special programme or modules for enhancing the Academic Self-Regulation of students