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<p>This research paper aims to examine the differences in self-regulated learning (SRL) between male and female college students, as well as between junior and senior students. Furthermore, the study explores the relationship between psychological capital (PsyCap) and SRL. Additionally, it seeks to investigate the moderating role of gender and academic progression in influencing the PsyCap-SRL relationship<i>.</i> To achieve the objectives of the study the researchers employed descriptive survey method. A sample of 2206 college students from different colleges affiliated with university of Kashmir was selected using cluster multistage stratified random sampling. Data collection involved standardized scales for PsyCap and SRL, and to test the hypotheses of the study, data analysis was conducted using IBM SPSS 25 and Hayes’s PROCESS macro version 4.2. Results indicate that fifth-semester students and females exhibit higher SRL, with PsyCap positively correlating with SRL. Moderation analysis revealed that both gender and academic progression significantly influenced the PsyCap-SRL relationship, with stronger effects for males and final year (senior) students. The findings highlight the essential role of PsyCap in enhancing SRL and highlight the influence of gender and academic progression as key moderating factors, offering valuable insights for targeted interventions in educational settings. Based on the findings of the study, it is recommended that researchers and practitioners should prioritize designing interventions aimed at enhancing PsyCap, as it plays a critical role in fostering SRL—a key factor in promoting academic success among students. Additionally, tailored programs that address gender differences and variations in academic progression can further enhance educational outcomes effectively.</p>

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Self-regulated learning among college students: the role of psychological capital with gender and academic progression as moderators

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月21日

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  • Shazia Jan,
  • Amina Parveen

摘要

This research paper aims to examine the differences in self-regulated learning (SRL) between male and female college students, as well as between junior and senior students. Furthermore, the study explores the relationship between psychological capital (PsyCap) and SRL. Additionally, it seeks to investigate the moderating role of gender and academic progression in influencing the PsyCap-SRL relationship. To achieve the objectives of the study the researchers employed descriptive survey method. A sample of 2206 college students from different colleges affiliated with university of Kashmir was selected using cluster multistage stratified random sampling. Data collection involved standardized scales for PsyCap and SRL, and to test the hypotheses of the study, data analysis was conducted using IBM SPSS 25 and Hayes’s PROCESS macro version 4.2. Results indicate that fifth-semester students and females exhibit higher SRL, with PsyCap positively correlating with SRL. Moderation analysis revealed that both gender and academic progression significantly influenced the PsyCap-SRL relationship, with stronger effects for males and final year (senior) students. The findings highlight the essential role of PsyCap in enhancing SRL and highlight the influence of gender and academic progression as key moderating factors, offering valuable insights for targeted interventions in educational settings. Based on the findings of the study, it is recommended that researchers and practitioners should prioritize designing interventions aimed at enhancing PsyCap, as it plays a critical role in fostering SRL—a key factor in promoting academic success among students. Additionally, tailored programs that address gender differences and variations in academic progression can further enhance educational outcomes effectively.