Academic Self-Regulation of Higher Secondary Students

Abstract

This study investigates the academic self-regulation levels of higher secondary students and examines how these levels vary based on students’ nativity (rural/urban) and the nature of their institutions. Academic self-regulation, encompassing goal setting, proactiveness, and self-evaluation, is essential for student autonomy, motivation, and academic success. A sample of 937 students from 21 randomly selected schools in the Tenkasi Revenue District participated in the study, and data were collected using the validated Academic Self-Regulation Scale (ASRS). The findings revealed that a majority of students exhibited average levels of academic self-regulation, with goal setting emerging as a relatively stronger dimension. Chi-square analysis showed a significant association only in the goal-setting dimension with respect to the nature of the institution, while other dimensions showed no significant differences. Independent samples t-tests revealed that rural students significantly outperformed their urban counterparts in proactiveness and self-evaluation, although no significant difference was found in overall self-regulation or goal setting. The results highlight the need for targeted interventions, particularly in enhancing proactiveness and reflective practices among urban students, to foster holistic academic development.