INTERNATIONAL STUDENTS’ SELF-REGULATED LEARNING AND ITS RELATION TO MATHEMATICS ACHIEVEMENT IN AN OFF-SHORE AUSTRALIAN PROGRAM

The study examines any differences in the use of self-regulated learning (SRL) strategies between domestic and international students early and late in the semester, and also investigates the relation between SRL strategies and mathematics achievement. A sample consists of 32 domestic students and 38 international students who are in their first semester in an off-shore Australian pre-university program in Malaysia. The Learning and Study Strategies Inventory (LASSI) is employed to measure self-reported SRL strategies for the same sample twice during the semester. The results indicate that international students score higher in almost all LASSI subscales than domestic students at the beginning and towards the end of their semester. The results also reveal Anxiety subscale is significantly related to mathematics achievement attained early and late in the semester for domestic students. No significant relation between LASSI subscales and mathematics achievement is obtained early in the semester, while Anxiety, Concentration, Selecting Main Ideas, Time Management and Test Strategies subscales are significantly related to mathematics achievement attained late in the semester for international students.