Students’ view on themselves is the root of self-regulatory skills, and it will serve as an evaluator of their capability to succeed. This study attempts to find the relationship between students’ self-regulation in learning and academic achievements in Mathematics and Science in the secondary schools in Bahrain. ‘Engagement in Mathematics/Science Learning and Self-Regulation’ questionnaires adopted from TIMSS (2011) and administered to different sets of students. The data was analyzed to explore the reliability of the questionnaires and the association between self-regulation and academic achievement. The study found that there is a positive correlation between them in both cases.
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