Exploring the Relationship Between Self-Regulated Learning Strategies and Components in Motivational Beliefs

Abstract

Self-regulated learning strategies and motivational beliefs are considered to be contributing factors in determining students’ learning capacity. However, the relationship between the two variables are not commonly written in the realm of academia. It is of the best interest of learners that they incorporate self-regulated learning strategies and have high motivational beliefs in order to accomplish tasks in classes. Understanding the relationship between self-regulated learning strategies and motivational beliefs is essential for fostering effective learning. Researchers are addressing the need for a clearer understanding of how students' perceptions of their motivation would impact their ability to regulate their learning and the findings will provide insights into how educators can better support students in developing both the confidence and strategies necessary for academic success. This study aims to explore motivational factors in learning among undergraduates. A quantitative survey approach was employed. The instrument used is a 5-point Likert-scale survey adapted from Pintrich & De Groot (1990). The survey is divided into three sections: Section A collects demographic data, Section B includes 22 items assessing motivational beliefs, and Section C contains 22 items focusing on self-regulated learning strategies. A purposive sample of 282 participants completed the survey. This study finds that learners actively use cognitive strategies and self-regulation in their studies, staying motivated to achieve good grades. They plan and monitor their understanding but feel less confident when comparing themselves to peers in study skills and subject knowledge. Test anxiety is a moderate concern. There is a weak but significant link between self-regulated learning strategies and motivation. Educators should foster intrinsic motivation and self-efficacy while helping students manage test anxiety. Future research should explore how self-regulated learning and motivation influence each other over time.