Assessing the Relationship between Self-Regulation Utilization and Academic Satisfaction among University Students

The relationship between students’ self-regulation and their academic satisfaction is somewhat complex and subjective, thus hard to analyze. The central aim of the study is to examine the relationship between self-regulation strategies and academic satisfaction among students at the University of Mindanao. This study used a quantitative method, especially a non-experimental correlational approach. The data were collected through Google Forms using adapted scale and validated instruments. The 205 respondents of the main campus of the University of Mindanao were selected through a stratified random sampling method to ensure representation across programs and year levels. The data was analyzed using descriptive and inferential statistics through Jamovi software. The findings revealed that self-regulation and academic satisfaction has an excellent internal consistency making the findings robust and reliable for interpretation. The findings underline the importance of self-directed learning in molding students’ academic experiences. Students who actively plan, monitor, and manage their learning are more likely to be satisfied with their academic environment, demonstrating the value of teaching and promoting these skills in educational environments. The study has important implications for educators, politicians, and academics interested in improving self-regulation and academic satisfaction.