Gender, Grade Level, and School Type as Determinants of Self-Regulated Learning Profiles in Nepalese Secondary Chemistry Students

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This study examined Nepalese secondary students’ chemistry learning conceptions, approaches, and motivation across gender, grade, and school type using a Self-Regulated Learning (SRL) framework. A quantitative survey design was employed with 450 students from grades 10 and 12 in Kathmandu and Lalitpur. Rasch analysis and Cronbach’s alpha confirmed instrument validity and reliability. Findings showed moderately high constructive conceptions, moderate direct strategies, and moderately high surface motive. Grade motivation was highest (M = 3.78), career motivation lowest (M = 3.27). Grade 12 students outperformed Grade 10 across most dimensions; community school students generally outperformed institutional school students. Female students showed higher grade and career motivation; males’ higher direct motive and surface strategy. Students lack strategic skills and intrinsic motivation despite conceptual foundations, requiring explicit strategy instruction and career-relevant pedagogy. Community school practices may serve as useful SRL models. Policymakers should prioritize SRL-focused professional development and targeted interventions for younger students, males, and institutional school students.