Self-Regulated Learning and Academic Engagement Among Elementary Pupils in Inclusive Basic Education

Abstract

This study assessed the relationship between self-regulated learning and academic engagement among elementary pupils in inclusive basic education in the City of Ilagan, Isabela. It specifically assessed pupils’ self-regulated learning in terms of goal setting and planning, learning strategy use, self-monitoring, task persistence, and self-reflection, as well as their academic engagement in terms of behavioral, emotional, and cognitive engagement. Using a predictive relational survey design with learner-engagement profiling, the study gathered data through a validated researcher-made questionnaire with excellent reliability. The instrument obtained an overall Cronbach’s alpha coefficient of 0.94, indicating strong internal consistency. Data were analyzed using weighted mean, standard deviation, Spearman’s rho correlation, ordinal logistic regression, and engagement pattern mapping. Findings revealed that pupils’ self-regulated learning was moderately evident, while their academic engagement was evident. Behavioral engagement emerged as the strongest area of engagement, while cognitive engagement and self-reflection appeared as areas needing further support. Results also showed a significant positive relationship between self-regulated learning and academic engagement. Ordinal logistic regression further revealed that self-monitoring, learning strategy use, self-reflection, and goal setting and planning significantly predicted higher academic engagement, while task persistence alone did not significantly predict engagement when considered with other self-regulation dimensions. The study concluded that academic engagement in inclusive classrooms was strengthened when pupils were guided to plan, monitor, use strategies, and reflect on their learning. It recommended the integration of child-friendly self-regulation routines, inclusive classroom scaffolds, and teacher capacity-building activities to promote deeper and more sustained pupil engagement.