Relationship between self-regulation and academic performance among secondary school students in Tanzania

This study examined the relationship between self-regulation and academic performance among Tanzanian secondary school students and explored the self-regulatory processes that students use to improve their academic performance. A quantitative research approach was adopted, utilizing a correlational research design. Data were obtained from examination reports and questionnaires completed by 376 students. The results revealed a statistically significant relationship between self-regulation and academic performance, indicating that fostering self-regulation skills can substantially improve students’ academic outcomes when combined with other strategies. However, despite those students reporting the use of self-regulatory processes, a considerable proportion continued to engage in behaviors that were either ineffective or detrimental to their academic success. The study underscores the pivotal role of self-regulation in secondary education and offers insights into promoting self-regulatory learning processes.