The Role of Socioeconomic Classes in Shaping Patterns of Regulation of Learning among Public School Students: A Case of Southern Punjab
Keywords:Self-regulation of learning, Socioeconomic classes, Pakistani Public Schools, External regulation of learning, Teacher centered teaching methods
Generally, children’s education is dependent on their family backgrounds. The children utilize various cognitive, economic, and social resources to regulate their education and parents’ socioeconomic class defines the availability of different resources for children’s education. The current study, therefore, investigates the role of Pakistani students’ socioeconomic classes in their mode of regulation of learning. The data has been collected through convenient sampling from secondary school students of Southern Punjab, Pakistan while linear regression analysis has been employed to find out the function of students’ socioeconomic classes in the prediction of their regulation of learning. The results indicate that students’ socioeconomic classes significantly predict the types of their regulation of learning. A decline in self-regulation of learning with a diminution in the superiority of socioeconomic classes and an increase in self-regulation of learning with a rise in the superiority of socioeconomic classes have a significant trend in sample data. The students of lower socioeconomic class appear to have more external regulation than self-regulation of learning. They depend more on others such as teachers, academic calendars, and classroom schedules for the regulation of their learning. These results suggest designing interventions for students of lower socioeconomic classes to help them to adopt self-regulation of learning in their studies.