Abstract
The study evaluated the self-regulation related variables and the learners’ performance to determine any significant relationship. Through descriptive-correlational design, the data were generated from the 250 Grade 9 students of Dolores Macasaet National High School for the school year 2018 – 2019. The various statistical treatments were arithmetic mean and Pearson Product Moment Correlation. The results showed that the students’ self-regulation were “moderately high” in memory strategy, goal setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility and organizing. Moreover, the manifested learners’ performance in terms of motivation, cognition, and behavior were also “moderately high”. It was further revealed that there is a significant relationship between the self-regulation variables and the learners’ performance. It is recommended to develop a program that will stabilize or strengthen the students’ motivation to self-regulate in terms of learning. This can be included in all aspects of classroom management. Further research using a standardized or validated questionnaire can further strengthen the findings of this study.
Keywords: self-regulation, learners’ performance, motivation, cognition, behavior
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