The Effect of Self-Regulated Learning Dimensions on Self-Efficacy among University Students
The purpose of the present study was to explore various dimensions of self-regulated learning namely; self-awareness, Planning and goal setting, self-motivation, self-control, self-evaluation as well as self-modification and their impact on general self-efficacy among English as foreign Language university learners (EFL) of Afghanistan. One hundred eighty Students (105 males and 75 females) studying at four public universities (two central universities of Kabul province and two eastern provincial universities) of Afghanistan were taken into account. Self-regulated learning scale developed by Gupta Madhu and Mehtani Dimple (2017) and general selfefficacy scale developed by Ralf Schwarzer and Matthias Jerusalem (1995) were administered in the study. The results of data analysis indicated that male and female university students do not differ significantly from each other with respect to various dimensions of self-regulated learning. In addition, stepwise regression analysis revealed that, self-awareness and self-control significantly predict the self-efficacy of university students of Afghanistan. Therefore, it is suggested that teachers should make their students aware of the concept of self-regulated learning skills particularly self-awareness and self-control in order to support and scaffold students’ emotions, thoughts, feelings and behaviors in the process of language learning which may ultimately lead them to the achievement of their desired goals.