This study aimed to determine the effects of university students' gender, weekly study hours, academic motivation, metacognition, and self-regulated learning levels on their overall academic achievement and to examine whether academic motivation, metacognition and self-regulated learning total scores predicted their GPAs. This study utilized a survey and prediction research design to analyze the research questions posed. The participants of the study consisted of 86 undergraduate students attending various programs of a university in Western Canada. The research data were collected using the “Metacognitive Awareness Inventory (MAI)” developed by Schraw and Dennison (1994), the “Self-regulated learning perception scale (SASR)” developed by Dugan and Andrade (2011), the "Academic Motivation Scale (AMS-C 28) College Version" developed by Vallerand, Pelletier, Blais, Brière, Senécal and Vallières (1992), and the “demographic form”. We found a significant relationship between the university students' self-regulated learning, metacognition and academic motivation scores, and their grade point averages (GPAs). We also determined that the total scores related to the university students’ self-regulated learning, metacognition and academic motivation significantly predicted their GPAs, and that the gender and weekly study hours of the university students did not have a significant effect on their self-regulated learning, metacognition, academic motivation and academic GPA.
Recommended CitationÇETİN, BARIŞ. (2021). Factors Affecting the General Academic Achievement of University Students: Gender, Study Hours, Academic Motivation, Metacognition and Self-Regulated Learning. i.e.: inquiry in education: Vol. 13: Iss. 2, Article 12.
Retrieved from: https://digitalcommons.nl.edu/ie/vol13/iss2/12