Abstract

Self-regulation is considered a crucial variant in students' life at the university level. Indeed, it plays a significant role in determining the nature and performance required for achieving the intended learning. Thus, organizing the ideas and beliefs enable the learner to manage and plan the targeting objectives, control the feelings associated with those beliefs and administer the behavioral performance in the learning circum stances. Performance is affected by the process that helps students to focus on, and accurately perform the tasks of self-learning, imagination and concentration. The students' performance can be represented by the knowledge they have acquired in their previous studies. In fact this requires that learning is induced by organizing the self-regulation which expresses the concurrence between mental activity, agitated feelings and the behavioral consequences which are all become apparent during learning in the classroom. Academic achievement of the university students is considerably low. This confirms to the fact that they have been influenced by the social conditions.
The present study aims to identify:
1- Self-regulation of the students at the Faculty of Education;
2- The differences of the self-regulation between male and female students.
3- The predictability of academic achievement based on self-regulation of the students at the Faculty of Education.
Thus, a self-regulation scale consisting of 32 items with four point Likert's method. Validity of the test has been confirmed as indicated by the peer review report. Reliability has been based on Cronbach's alpha; it shows (0.874) range.
Results of the study show that students have self-regulation. Also there are no statistical differences between male and female students. The predicting variables cannot predict self-regulation. One the other hand, there is no relationship between self-regulation and the average of the students' academic achievement. The study is concluded with many results and has some recommendations.

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