• Dr. S. BRINDHA

Abstract This study aims at investigating the role of self-regulated learning ability as measured by the Motivated Strategies for Learning Questionnaires (MSLQ) to predict academic performance among the student teachers. A total of 500 students who were undergoing the one year B.Ed. course in the Colleges of Education in and around Kumbakonam, Thanjavur District participated in the study. The consolidated marks they have obtained in the three year undergraduate course is taken as their Academic performance. The results show that the Motivated Strategies for Learning Questionnaires (MSLQ) is a reliable tool but not a significant predictor of student teachers’ academic performance and there does not exist any significant relationships between SRL and academic performance.

Key words: Self-regulated Learning, Academic Performance, Higher Education, Student Teachers

"SELF- REGULATED LEARNING STRATEGIES AND ACADEMIC PERFORMANCE OF STUDENT TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.682-686, June-2019, Available :http://www.jetir.org/papers/JETIR1906242.pdf

"SELF- REGULATED LEARNING STRATEGIES AND ACADEMIC PERFORMANCE OF STUDENT TEACHERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp682-686, June-2019, Available at : http://www.jetir.org/papers/JETIR1906242.pdf