The study examines the effects of use of self-regulated learning strategies on critical reading
performance among second year distance education students taking critical reading course. It also
analyzes correlations of the variables treated. In this study, 140 participants, who were interested to
participate, were included. To gather data, scales and tests were used. Both descriptive and inferential
statistics, namely, Mean, standard deviation, Pearson product moment correlation coefficient, and
multiple regression analysis were applied to analyze the data. The results reveal that all the variables are
interrelated positively. Moreover, the output of the multiple regression analysis show that 52% of the
variances in critical reading are accounted for by the group effects of the self regulated learning
strategies entered in the regression equation. Among these, use of behavioral self-regulated learning
strategies was found to have great effects on performance in critical reading. The findings seem to
suggest that attention needs to be paid to the uses of self-regulated learning strategies.