In light of the current technological advancements, this study seeks to investigate the underlying factors influencing self-regulated learning and its correlation with students' academic achievements. To address this gap, the study evaluates the self-regulated learning of respondents across five dimensions: computer self- efficacy, goal setting, environmental structuring, social dimension, and learning motivation. The research focuses on accounting students at UiTM Tapah, utilizing questionnaires administered via the Google Form platform for data collection. 252 valid responses were accepted. The findings reveal a significant positive impact on accounting students' academic performance concerning certain aspects of self-regulated learning, including environmental structuring, learning motivation, and social dimension. Conversely, no substantial relationship is observed between computer self-efficacy, goal setting, and academic performance. These results establish a groundwork for refining instruments to gauge students' self-regulated learning contributions, offering insights to enhance academic performance, particularly within the realm of accounting education.
Omar et al. (Sat,) studied this question.