PREDICTIVE ROLE OF LEARNING STYLES AND SELF-REGULATION IN ACADEMIC ACHIEVEMENT: A GENDER-BASED ANALYSIS AMONG UNIVERSITY STUDENTS

Abstract

This study explores the influence of learning styles and self-regulation on the academic achievement
of university students. Conducted in two phases, the initial phase focused on the validation and
reliability of scales measuring learning styles and self-regulation, with results affirming their
appropriateness for the main study. In the second phase, data were gathered from 400 university
students across Islamabad and Rawalpindi. Key findings revealed a significant positive relationship
between learning styles, self-regulation, and academic achievement. Additionally, learning style
emerged as a predictor of self-regulation. A gender-based analysis highlighted that female students
scored significantly higher than males on both learning styles and self-regulation measures. These
results emphasize the importance of personalized learning approaches and self-regulatory skills in
fostering academic success.