By Dinatu Bala, Prof M. Balarabe & Dr U. Yunusa
Abstract
This study examined relationships among self-regulated learning, test anxiety and academic achievement of undergraduate students of Ahmadu Bello University, Zaria, Kaduna State, Nigeria. Five objectives were formulated to guide the study. The population was seven hundred and forty seven (747) 300-level undergraduate students of Ahmadu Bello University, Zaria, and the sample for the study consisted of 241 students. The study adopted a correlational research design. The instruments used for data collection were Self-regulated Learning Scale (SRLS), Test Anxiety Inventory (TAI) and CGPA of the students. Pearson Product Moment Correlation coefficient (r) was used to test the hypotheses at 0.05 alpha level of significance. Finding revealed that positive relationship existed between self-regulated learning and academic achievement among undergraduate students of Ahmadu Bello University, Zaria, while inverse relationship existed between test anxiety and academic achievement among undergraduate students of Ahmadu Bello University, Zaria. Based on the findings, it was recommended that psychologists and counsellors should sensitize the school stakeholders on the self-regulated learning strategies such as goal setting, memory strategy, help-seeking strategy and self-evaluation as they enhance students’ academic achievement in schools.