Influence of Causal Attribution on Self-Regulated Learning Strategies among Undergraduate Students
Vijay Kumar1, Jyoti Bhalla2
1Vijay Kumar, Associate Professor, Department of Education, Lovely Professional University, Phagwara (Punjab), India.
2Jyoti Bhalla, Assistant Professor, Department of Education, Lovely Professional University, Phagwara (Punjab), India.
Manuscript received on 04 May 2019 | Revised Manuscript received on 16 May 2019 | Manuscript Published on 23 May 2019 | PP: 370-375 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F10620476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The present study was aimed to explore the influence of causal attribution on the self regulated learning strategies among undergraduate students. A sample of 864 undergraduate students participated in the present study. The results indicated that the internal-stable-controllable (i.e. study habits), internal-unstable-controllable (i.e. efforts) and internal-stable-uncontrollable (i.e. ability) attributions showed significant influence on various dimensions of self regulated learning strategies.
Keywords: Causal Attribution, Self Regulated Learning Strategies, Undergraduate Students.
Scope of the Article: Smart Learning and Innovative Education Systems