Self-Regulated Learning in the University of Tabuk: Gender Differences in Strategy and Outcomes

  • Fakhralddin Abbas Mohammed Elfakki Faculty of Medicine, Family and Community Medicine, University of Tabouk, Tabouk, Saudi Arabia
  • Marai Mohammed Alamri Faculty of Medicine, Surgery, University of Tabouk, Tabouk, Saudi Arabia
  • Islam Ashraful Faculty of Medicine, Department of Biochemistry, University of Tabouk, Tabouk, Saudi Arabia
  • Mustafa Elnimeiri Faculty of Science, Biostatistics Department, University of Tabouk, Tabouk,Saudi Arabia
  • Ehab Frah
Keywords: Self-regulated learning, academic performance, help-seeking, goal setting, task strategies



Self-Regulated Learning (SRL) is defined as the adjustment of the individual's affective, meta-cognitive, and behavioral operations during learning to attain the desired level of academic achievement. It is an important skill for undergraduate students and its ignorance cause anxious behavior, a sense of potential failure, and avoidance of learning situations.


The objective of the study was to explore the pattern of SRL among medical students from a student perspective aiming to recognize the learning context and to provide recommendations for future support strategies.


This is a cross-sectional study that targeted a total coverage of medical students at the University of Tabuk, Saudi Arabia using a Self-Regulated Learning Questionnaire which composed of six constructs, namely: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. An independent-samples test, ANOVA, and post-hoc analysis were conducted.



Females agreed on regular practice of the four domains namely: "environmental structuring, time management, help-seeking, and self-evaluation", mean scores: 3.7(SD=1.023), 3.42(SD=1.035), 3.68(SD=0.99), 3.54(SD=0.94) respectively.


This study identified a remarkable difference in SRL among undergraduate medical students. Females outperformed males in self-regulation; however, both genders in the second year have shown a low level in self-regulation in comparison to fifth year medical students.

Rwanda J Med Health Sci 2021;4(1):151-165


Journal Identifiers

eISSN: 2616-9827
print ISSN: 2616-9819