Conscientiousness and English Language Performance amidst the COVID-19 Pandemic: Mediation of Self-regulated Learning

Khalid Bourrouk

doi:10.31849/reila.v3i3.8288

Khalid Bourrouk University of Sidi Mohamed Ben Abdellah, Fez. Morocco

DOI: https://doi.org/10.31849/reila.v3i3.8288

Keywords: Self-regulated learning, Conscientiousness, Moroccan undergraduate students, English language final grades, COVID-19

Abstract

Conscientiousness and self-regulated learning have been shown to directly impact students’ academic performance; however, whether or not such impact persists in the COVID-19 pandemic era requires further examination. Thus, this study aimed to investigate the association between conscientiousness, self-regulated learning and students' English language performance and examine the mediating effect of self-regulated learning in the relationship between conscientiousness and English language performance during the COVID-19 pandemic. By employing non-probability snowball sampling, 138 first and second-year undergraduate students enrolled at the University of Sidi Mohamed Ben Abdellah, Fez, Morocco, participated in the study by completing a 21-item questionnaire. Using linear regression, the study found a statistically significant relationship between conscientiousness and self-regulated learning [F (1, 136) = 77.41, p < .001, R² = .37]. Next, a multiple regression analysis was conducted and revealed that while self-regulated learning significantly predicted English language final grades (β = .41, p < .001), conscientiousness was not a significant predictor (β = .14, p > .001). A Sobel test was performed and showed that self-regulated learning was able to mediate the relationship between conscientiousness and English language grades (p < .001). The study concludes that although conscientious students are driven by their diligent work habits, those who lacked effective self-regulated learning strategies received lower grades in their English language class. Hence, educators must concentrate much of their efforts on helping students develop efficient self-instruction, self-monitoring, and self-evaluation techniques that can propel learners into achieving their academic goals.

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Author Biography

Khalid Bourrouk, University of Sidi Mohamed Ben Abdellah, Fez. Morocco

Khalid Bourrouk is an English language instructor with many years of experiences. He received his Bachelor’s degree in English Linguistics from the University of Sidi Mohamed Ben Abdellah (USMBA) Fez, Morocco in 2013. He then obtained his Master’s degree in Communication Studies from the University of Moulay Ismail Meknes, Morocco in 2015. He is now a Ph. D. candidate in the Discourse, Creativity, Society and Religions Research Laboratory at USMBA. His research interests include applied linguistics, personality, and public relations.

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