Type of school, locality and gender as determinants of self-regulated learning among students: An empirical study

The present study was undertaken to examine the level of Self-Regulated Learning among 11^th graders in relation to type of school, locality and gender. Self-Regulated Learning was treated as dependent variable whereas type of school (Govt. & Private), locality (Rural & Urban) and gender (Male & Female) were treated as independent variables. Descriptive survey method was employed for the present study. A sample of 400 students was taken using multi-stage stratified random sampling technique. Self-Regulated Learning Scale by Gupta and Mehtani (2017)^[5] was used to collect the data. Three-Way ANOVA with 2x2x2 factorial design was used to analyse the data. Levene's Test of Homogeneity of Variance was also applied to test the assumption of homogeneity of variance for ANOVA. Main effect of type of school, locality and gender on Self-Regulated Learning among 11^th graders was found to be significant. No significant interaction effects of type of school & locality; and type of school & gender were reported on self-regulated learning among 11^th graders. On the other side, significant double interaction effect of locality & gender was reported on self-regulated learning among 11^th graders. Triple interaction effect of type of school, locality and gender on self-regulated learning among 11^th graders was found to be significant. Motivational programmes and activities along with self-regulated learning instructional strategy should be integrated within the curriculum, which can promote self-regulated learning among students.