Abstract

The present study was designed to analyze the relationship of self_x0002_regulation and academic achievement among high and low achiever undergraduate students. According to Baumeister, Heatherton and Tice (1994) self-regulation skills help to control the thoughts and task performance in individuals. Students who possess more self-regulatory skills perform better in academics compared to those who are low in self_x0002_regulation. To understand the problems associated with underachievement, it is important to measure the level of self-regulation of high and low academic achievers. A sample of 450 male and female undergraduate students, divided into high (n = 250), and low (n = 200) achievers were drawn, with an age range of 20-24 years (M = 22.07, SD = 9.87) years. Findings indicated that controlled self-regulation is negative predictor of academic achievement and autonomous is positive predictor of achievement. High academic achievers were more self_x0002_regulated than low academic achievers and gender differences in self_x0002_regulation also found. Male students were significantly more self_x0002_regulated than the female students. Results have been discussed in terms of the importance of self-regulation to manage problems related to academic achievement and learning effectively.