The purpose of this study was to determine the underlying constructs of an instrument to measure self-regulated learning (SRL), examine the correlation between SRL and academic performance, determine the SRL predictors of academic performance and how gender and age moderated this relationship among nontraditional learners (n=519) in the Primary School Graduate Program (PGSR). Factor analyses, Pearson bivariate correlation, linear regression analysis and moderated multiple regression analyses were performed. Additionally, this study examined the barriers to learning and how SRL could be utilized to resolve these barriers. The items in the Self-Regulated Learning Questionnaire (Sf-ReLQ) was found to comprise a robust scale. Findings revealed that there was a moderately significant relationship between SRL and academic performance. An intriguing finding was the insignificant negative correlation of time study management and academic performance. Overall results of the multiple regression .....

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