**APA**

**In-text citation:** (Mutawah et al., 2017)

**Reference:** Mutawah, M. A. A., Thomas, R., & Khine, M. S. (2017). Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students.

*International Electronic Journal of Mathematics Education, 12*(3), 633-653.

https://doi.org/10.29333/iejme/639
**AMA**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Mutawah MAA, Thomas R, Khine MS. Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students.

*INT ELECT J MATH ED*. 2017;12(3), 633-653.

https://doi.org/10.29333/iejme/639
**Chicago**

**In-text citation:** (Mutawah et al., 2017)

**Reference:** Mutawah, Masooma Ali Al, Ruby Thomas, and Myint Swe Khine. "Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students".

*International Electronic Journal of Mathematics Education* 2017 12 no. 3 (2017): 633-653.

https://doi.org/10.29333/iejme/639
**Harvard**

**In-text citation:** (Mutawah et al., 2017)

**Reference:** Mutawah, M. A. A., Thomas, R., and Khine, M. S. (2017). Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students.

*International Electronic Journal of Mathematics Education*, 12(3), pp. 633-653.

https://doi.org/10.29333/iejme/639
**MLA**

**In-text citation:** (Mutawah et al., 2017)

**Reference:** Mutawah, Masooma Ali Al et al. "Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students".

*International Electronic Journal of Mathematics Education*, vol. 12, no. 3, 2017, pp. 633-653.

https://doi.org/10.29333/iejme/639
**Vancouver**

**In-text citation:** (1), (2), (3), etc.

**Reference:** Mutawah MAA, Thomas R, Khine MS. Investigation into Self-regulation, Engagement in Learning Mathematics and Science and Achievement among Bahrain Secondary School Students. INT ELECT J MATH ED. 2017;12(3):633-53.

https://doi.org/10.29333/iejme/639
# Abstract

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.