Training autonomous managers for a dynamic environment

Abstract

PurposeThe purpose of this paper is to explore self-regulated learning among university students, the role played by motivation and its impact on academic performance. This paper presents a teaching strategy aimed at self-regulation which draws on the educational value provided by the evaluation system.Design/methodology/approachThis research includes a quantitative analysis to examine the dependency relation between self-regulation, motivational orientation and academic performance. The impact of the teaching strategy on the relation between self-regulation and academic performance is also explored.FindingsThe findings indicate that self-regulation is closely linked to motivational orientation and is a determining factor in academic performance. In addition, implementing a teaching strategy focussing on self-regulation alters said relation.Practical implicationsThis research reflects the value of fostering the level of student self-regulation with a view to enhancing not only their current learning, but also the self-directed learning that will ensure professional success. The research also evidences the potential of the evaluation system for encouraging the development of self-regulation.Originality/valueThe conclusions to emerge from this research will help educators gain an awareness of the usefulness of strengthening student self-regulation and the potential offered by the evaluation system as a teaching resource. This research also merges extremely interesting elements – student self-regulation and the evaluation system – which to date have not been explored jointly.