Self-regulated learning and time perspective as predictors of academic performance in undergraduate economics studies

The goal of this study was to research the hypotheses that self-regulated learning and a future time perspective separately and simultaneously predict academic performance in second year Economics studies. The study also investigated whether self-regulated learning and future time perspective are related. In the theoretical underpinning self-regulated learning as related to learning theories, future time perspective and the learning of Economics were explored. The effect of the confounding variables(age, gender, ethnicity and the psycho-social wellbeing of students), on the dependent variable (academic performance in second year Economics studies), were built into the design and analysed. Data was analysed using descriptive, correlation and regression analysis. The multiple regression analysis indicated that self-regulated learning and a future time perspective predict academic performance in second year Economics studies. A correlation matrix revealed that a relationship exists between self-regulated learning and a future time perspective. Regarding the confounding variables, the one with the most significant influence on the dependant variable was ethnicity. In conclusion the study recommended that teaching and assessment methods should be used to empower students to apply self-regulated learning strategies. This could greatly enhance their academic performance.