August 26, 2025Journal of Interdisciplinary Studies in EducationOpen Access

Bridging the gap

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Authors

OBOmar BaissaneUniversité Sultan Moulay Slimane HZHassan ZaidUniversité Sultan Moulay Slimane

Discussion

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Implication

Quantitative analysis shows self-regulated learning significantly predicts academic success in Moroccan EFL students, suggesting educational strategies are needed.

Key Points

Self-regulated learning is positively related to academic achievement in Moroccan EFL university students, enhancing student performance.
The regression analysis showed that self-regulated learning constructs explained 18% of the variance in academic achievement.
Data collected from 403 students via the Motivated Strategies for Learning Questionnaire were analyzed using multiple regression analysis.
The findings highlight the need for practical strategies to improve self-regulated learning, aiding students in their academic journeys.

Cite This Study

Baissane et al. (2025) studied this question.

synapsesocial.com/papers/68af7df27567bf4f94ff4c4f https://doi.org/10.32674/kmf9bx98

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Implication

Quantitative analysis shows self-regulated learning significantly predicts academic success in Moroccan EFL students, suggesting educational strategies are needed.