Self-Regulated Learning and Academic Resilience in Higher Education: Evidence from Undergraduate Students of Pakistan

Abstract

Self-regulated learning (SRL) strategies and academic resilience are widely recognized as essential factors influencing students' academic success and lifelong learning. The present study investigated the relationship between self-regulated learning strategies and academic resilience among undergraduate students enrolled in public and private sector universities in Lahore, Pakistan. A quantitative, descriptive correlational research design was adopted. The study included a sample of 400 undergraduate students selected through stratified random sampling from two public and two private sector universities. Data were collected using a researcher-developed Self-Regulated Learning Strategies Scale and the Academic Resilience Scale developed by Cassidy (2016), both based on a five-point Likert scale. The instruments were reviewed by three experts to establish content validity, while reliability analysis demonstrated satisfactory internal consistency (SRL = .806; AR = .792). Data were analyzed using descriptive statistics, Pearson's correlation, linear regression, and independent-samples t-tests in SPSS. The findings revealed a statistically significant positive relationship between self-regulated learning strategies and academic resilience among undergraduate students. Among the SRL dimensions, cognitive regulation obtained the highest mean score, indicating that students were effective in regulating their learning processes, sustaining attention, and managing academic tasks. Within the academic resilience dimensions, help-seeking emerged as the highest-rated factor, reflecting students' willingness to seek academic support when encountering learning difficulties. Although a statistically significant gender difference was observed (p = .028), the magnitude of the difference was minimal, suggesting comparable levels of self-regulated learning and academic resilience among male and female students. The findings emphasize the importance of strengthening self-regulated learning strategies and resilience to enhance students' academic performance and lifelong learning competencies. The study recommends integrating goal-setting, self-monitoring, and resilience-building practices into higher education curricula to promote students' psychological well-being and academic achievement.