Date of Completion

2024

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Academic Life Satisfaction

Abstract

Objectives of the Study General The study aimed to determine the correlation between perceived self-regulated learning and academic-life satisfaction of Nursing students in DLSMHSI. Specifically, this study sought to: 1. Determine the profile of the respondents in terms of sex, year level, independent study time, and living arrangement. 2. Determine the level of perceived self-regulated learning of the respondents. 3. Determine the level of academic life satisfaction of the respondents. 4. Determine if there is a significant difference in the perceived self-regulated learning and academic life satisfaction based on sex, year level, independent study time, and living arrangement. 5. Determine if there is a significant relationship between the perceived self-regulated learning and academic life satisfaction of the respondents.

Methodology The research designs that were used were quantitative correlational, descriptive-analytical, and descriptive-correlational. Stratified random sampling determined the sample size using the Cochran formula. A researcher-made questionnaire assessed the demographic profile, self-regulated learning, and academic life satisfaction.

Major Findings The following findings were drawn from the study: 1. Out of 270 respondents, 195 (72.2%) are females, 98 (36.3%) are third-year students, 139 (51.5%) mostly spend 3-4 hours daily on independent study, and 183 (67.8%) live with their families. These respondents reported a high level of self-regulated learning and academic life satisfaction. 2. No significant differences in the respondents’ perceived self-regulated learning and academic life satisfaction were found when grouped according to sex and living arrangement. However, differences were noted by year level and independent study period. 3. Spearman’s Rank Correlation revealed a moderate positive relation (rs=0.47) between self-regulated learning and academic life satisfaction

Conclusion From the findings of the study, the following conclusions were drawn: Most respondents are female third-year students who study independently for 3-4 hours daily and live with their families. They performed well in creating conducive environments and using reward systems, though improvement is needed in exam preparation and course material review. High self-regulation indicates they can manage academic demands well. Respondents also reported high academic satisfaction due to integrating theory and practice, high grades, and a sense of mastery despite less emphasis on external recognition. Fourth-year students showed higher levels due to advanced experiences, while third-year students had lower levels due to heavy workloads. Effective time management and dedicated study time are crucial for improving self-regulated learning and academic life satisfaction. Enhancing self-regulated learning leads to higher academic satisfaction.

First Advisor

Nancy D. De Los Santos, RN, MAN

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