Author

Ma. Donata Radaza*
Cebu Technological University-Main Campus, Cebu City, Cebu, Philippines

Abstract

This study examined the relationship between self-regulation strategies and academic achievement among learners with Autism-Spectrum Disorder (ASD) in selected schools in the district of Las Vegas, Nevada, USA, during the school year 2024–2025. It also investigated the influence of self-efficacy on the use and perceived effectiveness of self-regulation strategies as a basis for an action plan. Purposive sampling was employed in the selection of 30 teacher-respondents and the 30 parents of the students with ASD who answered the questionnaire for self-efficacy for learning intended for the students.  Descriptive-correlational research design was employed using teacher survey responses and learners’ academic records. Data were analyzed using frequency, percentage, mean, Pearson Product–Moment Correlation, and simple linear regression. Results showed that learners with ASD often utilized self-regulation strategies and demonstrated varying levels of academic achievement. The relationship between self-regulation strategies and academic achievement was moderately positive but not statistically significant. However, self-efficacy was found to be a strong and significant predictor of self-regulation strategy used. Based on these findings, an action plan was developed focusing on strengthening self-efficacy, reinforcing self-regulation strategies, enhancing teacher capacity, and promoting home–school collaboration. The study highlights the importance of self-efficacy in supporting effective self-regulated learning among students with ASD.

Keywords:  Special education, self-regulation strategies, self-efficacy for students, autism-spectrum disorder, descriptive-correlational design, Las Vegas, Nevada, USA.

*Corresponding author / Email: ma.donataradaza@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031453

Recommended citation:
Radaza, M. D. (2026). The relationship between self-regulation strategies and academic achievement and self-efficacy of students with autism spectrum disorder. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 3153-3172. http://doi.org/10.69651/PIJHSS05031453

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