The concept of self-regulated learning (SRL) hasn’t been researched enough in Bosnia and Herzegovina (B&H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students’ satisfaction and academic performance.

No abstract

Summary: Increased competition present in the higher education in BiH has conditioned the trend that institutions need to "fight" for each student through quality development at higher education institutions. This paper deals with means of enhancing quality

Increasing competition present in the higher education in B&H has conditioned the trend that institutions need to "fight" for each student via quality development at higher education institutions. This paper deals with means of enhancing quality at eMPIRICA College through continual investigation of students' satisfaction. For the purpose of this research, we used a quality questionnaire related to quality, satisfaction and loyalty of students. The research was carried out at the start and end of the academic year. This approach ascertained a gap with respect to quality, satisfaction and loyalty of students of eMPIRICA College. Using factor analysis the statements were grouped in 3 quality dimensions. The results of multivariate analysis of variance (MANOVA) showed that there is a significant statistical difference between expected and perceived quality, satisfaction and loyalty on the part of the students. Based on that, a gap between expectations and perceptions was ascertained. The use of t-test revealed that some statements have significant statistical difference in the area of expected and perceived quality, satisfaction and loyalty of students.

No abstract