SELF-REGULATED LEARNING AS STRATEGY FOR IMPROVING UNDERGRADUATES’ ACADEMIC MOTIVATION IN NIGERIA

Abstract

Lack of self-regulation has been found to be a major cause of underachievement when students are unable to control their own behaviour. Self-regulation is the self-generated thoughts, feelings and actions for achieving goals. This study examined self-regulated learning as strategy for improving undergraduates' academic motivation in Nigeria. To explain how selfregulated learning can be used as a strategy to increase undergraduates' academic motivation, the social cognitive theory approach was used. According to self-regulated learning, which was founded on social cognitive theory, learning is impacted by behavioural and environmental events in addition to internal processes. To help increase undergraduates' academic motivation, counsellors can implement a variety of counselling techniques based on the self-regulated learning model's instructional strategies. In order to guarantee undergraduates' academic motivation, counsellors in Nigerian universities have a variety of responsibilities related to selfregulated learning. Using the instructional strategies, counsellors may need to teach undergraduates certain skills like goal setting, reading, study skills among others. In line with the tenets of this paper, it was suggested that, there should be a defining guideline for universities in Nigeria to help in encouraging undergraduates to be academically motivated counsellors in universities should adopt self-regulated learning framework to counsel students, counsellors should counsel parents on ways to motivate their undergraduates’ children towards academics and counsellors in the universities should assist the undergraduates to develop skills to be able to self-regulate in the process of learning