Article title: Curiosity, Self-regulation and Academic Achievement among Undergraduate Students
Author(s): Shah Rukh Tariq, Iffat Batool, and Tauqeer Saleem Khan
Institute(s): Department of Psychology, GC University, Lahore
Journal: Pakistan Journal of Social and Clinical Psychology, 2013, Vol. 11, No.2, 28-35
Correspondence Address: Dr. Iffat Batool, Department of Psychology, GC University, Katchery Road, Lahore, Pakistan. Email: email@example.com
The purpose of this research was to find relationship of curiosity, self-regulation and academic achievement. It was hypothesized that there would be a significant relationship among curiosity, self-regulation and academic achievement. Secondly, it was hypothesized that there would be a significant mean difference among achievement levels with respect to students’ curiosity and self-regulation. The current study has been conducted in four phases. In phase I and II semantic analysis and translation of tools were done respectively while in the phase III and IV psychometric properties, validity of instruments and the main findings were examined. For the current study sample was N = 150 (51 male and 99 female students). The participants were students of BS (Hons) belonging to different fields like arts, science and business. Curiosity and Exploration Inventory-II (Kashdan et al., 2009), Self-regulation Questionnaire (Ryan & Deci, 2000; adapted version) were used to collect data. Purposive sampling technique was used. Data were interpreted by using descriptive statistics, Pearson correlation, independent t-test, analysis of variance and factor analysis. The findings suggest that academic achievement is positively correlated with students’ embracing and autonomous regulation. The current study has important implications in educational settings.
Keywords: Curiosity, self-regulation, academic achievement, undergraduates