The Influence of Self-Regulated Learning and Teacher Autonomy Support on the Problem-Solving Skills among First Year Financial Management Students

The purpose of the study was to determine the influence of self-regulated learning and teacher autonomy support on the problem-solving skills among first year financial management students in a local college in Davao del Norte. A sample of 177 randomly selected first year financial management students who were identified using stratified random sampling answered the surveys on the three variables. This study used the following statistical tools to obtain the results: mean, Pearson r, and regression. Results also revealed that there is a significant relationship between self-regulated learning and problem-solving skills. Likewise, there is also a significant relationship between teacher autonomy support and problem-solving skills. Moreover, results show that domains of self-regulated learning such as learning responsibility and organizing can significantly influence problem-solving skills. Finally, it was revealed that domains of teacher autonomy support such as providing choice, fostering understanding and interest, and allowing criticism and encouraging independent thinking cannot significantly predict the problem-solving skills of the respondents. Results imply that the variables did not influence problem-solving skills of first year financial management students.