Self-Regulation, Academic Performance and Psychological Well-Being among University Students

Abstract

The purpose of the present study was to establish an empirical relationship between self-regulation, psychological well-being, and academic performance in university students. The study involved 350 university students, aged between 18 and 30 years (mean age=20.59, standard deviation=1.86). Three assess instruments were applied and these include The Short Self- Regulation Scale, Ryff’s Scales of Psychological Well-Being and the Academic performance Scale. It was found that there exists a linkage between self-regulation of students, their psychological Wellbeing, and academic achievement. Hence, research concludes that self-regulation and overall psychological health have a greater impact on the academic capability of university learners.