SELF-REGULATORY SKILLS OF THE 2nd YEAR BSN STUDENTS

By ANNA C. BOCAR

Abstract

Lack of self-regulatory skills appears to be a potential identification for students to fail from their class activities. Educators should help the students to value learning skills. Students should have to be more responsible on managing their own learning to become more strategic and productive learners. They can be more aware only of the strong and weak points in their self-regulations can have a constructive feedback after their self evaluations. The descriptive survey was the main method utilized in this study. The substantial numbers of samples are purposively selected to employ the processes of collecting the data. As manifested by the self evaluation of 2nd year nursing students, among the six self regulatory skills five of them namely : metacognition, self concept, self monitoring, strategy formation and volition control are practiced by the respondents at majority of the time, however it was found that metacognition was seen above these five skills with 3.14 factor average. The investigation also revealed that as regard to motivation the respondents’ practiced this attitude generally at great extent even though the factor average is 1.89 on the reason that the inventory statements are stated in its negative manner.

CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study Self-regulation is an important topic in the study of social cognition, which is distinguished from non-social cognition by its focus on the interaction between social and cognitive variables, Higgins (2000) as cited by Bryant in his work Improving Entrepreneurial Education Through Self-Regulatory Skills. Within theories of social cognition, self-regulation is widely seen as a systematic process of human