Self-Regulated Learning and Psychological Resilience among University Students in Kazakhstan: A Cross-Sectional Study

Abstract

Self-regulated learning (SRL) and psychological resilience are important resources for students’ academic adaptation, yet their relationship remains insufficiently examined in Central Asian higher education contexts. This study investigated the association between SRL and resilience among undergraduates in Kazakhstan and tested whether these constructs differed by gender, year of study, and parental education. A quantitative cross-sectional survey involved 177 students aged 18–22 years at L. N. Gumilyov Eurasian National University; complete sociodemographic data were available for 173 participants. S RL was assessed using the full 41-item Self-Regulated Learning Perception Scale (SRLPS) (Turan et al., 2009), while psychological resilience was measured using the six-item Brief Resilience Scale (BRS) (Smith et al., 2008). Analyses included reliability testing, descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson correlation, and hierarchical regression. No meaningful differences in SRL or resilience were found by gender, year of study, or parental education. SRL was moderately and positively associated with resilience (r = .522, p < .001). In hierarchical regression, SRL explained additional variance beyond sociodemographic variables (?R² = .23, ? = .49, p < .001). The findings suggest that SRL and resilience are related but distinct adaptation resources.