This paper examines the impact of Self-Regulated Learning on Academic and Career Goal Clarity among postgraduate women students in Bangalore. The data for the study was collected from a random sample of postgraduate women students in Bangalore. The instruments used for data collection included the Efficacy for Self-Regulated Learning (Chemers et al., 1991) and the Academic and Career Goal Clarity Scale. Results are in consonance with the Zimmerman and Pintrich Models of Self-regulated learning. Results validate the stages and sequence of the 1st phase, the Forethought phase of SRL. Results indicate significant impact of ‘Cognition’ of SRL on ‘What a person wants’ of ACGC. Results are also indicative of influence of ‘Motivation’ stage of SRL on the ‘Preparation’ stage of ACGC. Also ‘Motivation’ stage of SRL influenced the ‘Specialization’ stage of ACGC, in that choice of area of interest, occupation, place of work were all influenced by the ‘Motivation’ factor of SRL.

Employability of youth is a major issue that is on the agenda of our country presently. According to a pan-India survey of sixty thousand graduates, and the National Employability Report i (2010), only 47% graduates are unemployable. According to the NSSO survey in 2004-05, 38% of the youth population is unemployed. Women are less likely to be employed, as 73% of women are observed to be out of labor force, with 13% of women seeking work despite having formal graduate education or above, according to Shamindranath et al.ii

Why this disparity? In this paper, ‘employability’ connotes being suitable for selection for recruitment. In the Indian context, employability focuses on skills and generating skilled manpower. Given this definition, what is it that is affecting the employability of women?

Soft Skills Journal, Self-Regulated Learning, Academic, Career, Goal, Clarity, Postgraduate, Women Students, ACGC, SRL, Cognition, Motivation, National Employability Report, Career Goal Clarity, Bangalore.