Self-regulated learning as a mediational pathway: gendered links between motivation and goal setting and planning in Saudi higher education

Introduction The role of self-regulated learning (SRL) in academic processes has been widely recognized in higher education. Previous findings have reported correlations among motivation, SRL, and goal setting and planning (GSP); however, very few studies have examined SRL as a mediating pathway between motivation and GSP, particularly regarding gender differences in non-Western higher education environments. Methods This study proposed a triadic model of SRL as a mediator of the relationship between motivation and GSP among Saudi Arabian undergraduate students. Multigroup confirmatory factor analysis and structural equation modeling were used to examine the measurement invariance of the model across 1,779 students. Results The findings revealed that SRL mediated the relationship between motivation and GSP among both male and female students. More importantly, the relationship between motivation and GSP was not significant among females but became significant after including SRL as a mediator. Discussion This research contributes to the existing literature by expanding the role of SRL as a mediator between motivation and GSP, rather than treating SRL solely as a product of motivation. The findings also emphasize the importance of testing the model across different educational systems to better understand its utility in diverse educational contexts.