Attitude, Duties and Responsibilities: The Hallmark of Self-Regulators in Business Practicum Program

Present research in self-regulated learning focused on contextualized task, which allow students to generalized learning. However, few researches delve on the role of the practicum program and the host-training establishment in measuring self-regulated learning among graduating business students. The study investigates the significant presence of self-regulated learners among practicum students through the significant relationship between grade point average and the supervisor rated practicum performance. All the 135 business practicum students from the College of Business Administration for the academic year 2014-2015 participated in the study. The academic performance of the students, from their first year to fourth year demonstrate that the different practicum criteria; duties, quality, punctuality, attitude and grooming correlates with the different year level. The ward hierarchal cluster analysis segments the practicum students between self-regulators and non-self-regulators. Later the variance of analysis confirmed the significant differences across all practicum performance criteria. In addition, the discriminant analysis method shows that that attitude (0.74) and duty (0.503) were helpful in predicting group membership between self-regulating and non-self-regulating students.