Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities

Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities recent years, very little is known about its specific features developing countries, general, and Ethiopia, particular. This study examined relationships self-regulated strategies (SRLSs) with perceived further assessed within SRLS components Ethiopian public universities. For this, authors adopted Pintrich’s self-regulation theory as a guiding framework used structural equation modeling (SEM) analysis. The sample analysis pooled survey data from three randomly selected included volunteer having major Business Economics Engineering Technology fields (n = 1142; male 700 female 442), mean age 21.98 SD 2.50. results indicated that student gains scores were average values terms magnitude those measured variables. A two–step hierarchical regression showed five emerged SEM significantly predicted students’ over above control variables (?R2 ? 0.38 39%) total samples. Moreover, greater predictions observed help–seeking component (0.35 ? ? 0.47) than others, positively predicting Overall, findings this indicate SRLSs are relevant mechanisms to aid success higher education. implications highlighted.