International Journal of Education and Psychological Research
(Print and Online Peer Reviewed Journal)
Authors:  Niranjana K. P.  Dr. P. Usha
Self regulated learning orients students towards attainment of their own goals through self generated thoughts, feelings and actions that are systematically organized. Self regulated learning strategies are considered as important predictors of academic achievement across the domains. The present study intended to understand the relationship between self regulated learning strategies and achievement in accountancy among higher secondary school students. Sample for the study consisted of 1012 higher secondary school students studying in standard XI of commerce stream of Kerala state. The study adopted survey method. Data were collected by using Scale on Self Regulated Learning Strategies and Achievement Test in Accountancy. Statistical technique used is correlation analysis. The correlation analysis revealed that there exists significant positive relation between self regulated learning strategies and achievement in accountancy for total sample and subsample based on gender. The component wise correlation analysis of self regulated learning strategies also indicated that either high or moderate positive relation exist between cognitive-metacognitive-resource management strategies and achievement in accountancy among higher secondary school students for total sample and sub sample based on gender.