The relationship between self-regulation strategies and academic achievement at a university context

This research was conducted to find out the relationship between university students' self-regulation strategies and their academic achievement. This research also attempts to explore whether there is a significant difference in students' self-regulation strategies and their academic achievements in terms of gender, high-school background and department. Also, research aims to find out university students' perception of SRFLLS (Self-Regulation Foreign Language Learning Scale. The data in the research were gathered from 274 preparatory school students at Cag University, Mersin. In this mixed method research, Self-Regulation Foreign Language Learning Scale and semi-structured interview questions were used to collect data. Descriptive, inferential, and correlational statistics were used to analyze the relevant data. The results of the study have unearthed that university students' academic achievements differ according to their use of self-regulation strategies. This suggests that the more use of self-regulation strategies the more students become academically successful. Also, it was found that female students use more self-regulation strategies and are more successful in their language learning process. It was also found out that students in Law and Psychology departments are also more academically successful.