Motivational Belief, Cognitive Strategy Use & Self-regulation Alliance Pertaining Students Learning Achievement

Jackson, S. L. (2015), Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Pintrich, P. R., & De Groot E. V. (1990), Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmat, N. H. (2019), An Investigation of Self-Determination Factors among Postgraduate Students. American Journal of Education and Learning, Vol 4(1), pp 135-146. http://dx.doi.org/10.20448/804.4.1.135.146
Pintrich, P. R.,and Schunk, D. H. (2002), Motivation In Education: Theory, Research And Applications (2nd ed.)Columbus, OH; Merrill- Pentrich Hall [3].
Stiggins, R. J. (2001), Student- Involved Classroom Assessment (3rd Ed.)Upper Saddle River , NJ: Prentice-Hall.
Kavita,K.S. (2014), Motivational belief and Academic Achievement of University Students. Journal of research and methods in education, 4(1), 1-3.
Heliyon. (2022), Motivational beliefs, an important contrivance in elevating digital literacy among university students. 8(12): e11913.
Baumeister, R. F., & Vohs, K. D. (2007), Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128. https://doi.org/10.1111/j.1751-9004.2007.00001.x
Pintrich, P. R. (2000), The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Panadero, E. (2017), A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(1), 1-28. https://doi.org/10.3389/fpsyg.2017.00422
Winne, P. (2005), A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 559-565. https://doi.org/10.1007/s11251-005-1280-9
Babakhani, N. (2014), Perception of class and sense of school belonging and self regulated learning: A causal model. 5th World Conference Educational Sciences -WCES 2013. 116, pp. 1477-82. Elsevier Ltd.
Sesmiyanti. (2016), Student’s Cognitive Engagement in Learning Process, Scientific Journal of Linguistics, Literature and Language Education, E-ISSN : 2252 – 4792, Volume 5 –No.2.
Nour Awni Albelbisi & Dr. Farrah Dina Yusop (2019), Factors Influencing Learners’ Self-Regulated Learning Skills In A Massive Open Online Course (MOOC) Environment, Turkish Online Journal of Distance Education-TOJDE July 2019 ISSN 1302-6488 Volume: 20 Number: 3 Article 1.
Zimmerman, B. J. (2015), Self-regulated learning: theories, measures, and outcomes.
Wolters, C.A., & Rosenthal, H. (2000), The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal of Educational Research, 33 (7-8), 801-820.
Muslim, N. (2015), Level of acceptance among public institutions of higher learning towards
the institution of Malay rulers according to the Federal Constitution of Malaysia. Mediterranean Journal of Social sciences, 6 (6) S1.
Panadero, E. (2017). A review of self-regulated learning: six models and four directions for research. Front. Psychol. 8 (422), 1–28.
Lillian, A. (2022), Motivational beliefs, an important contrivance in elevating digital literacy among university students. https://doi.org/10.1016/j.heliyon.2022.e11913
Bandura, A. (1986), Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Englewood Cliffs, N.J.
Tanner, H., & Jones, S. (2003), Self-efficacy in mathematics and students’ use of self regulated learning strategies during assessment events. In N. A. Pateman, B. J. Doherty, & J. Zilliox (Eds.), Proc. 27 th Conf. of the Int. Group for the Psychology of Mathematics Education (Vol.4, pp. 275-282). Honolulu, USA: PME.
Nelson, R. M., & Debacker, T. K. (2000), Motivation to Learn Science: Differences Related to Gender, Class Type, and Ability. Journal of Educational Research, 93, 245-255. http://dx.doi.org/10.1080/00220670009598713.
Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among High School Senior Students Test Anxiety, Academic Performance and Points of University Entrance Exam. Educational Research Reviews, 8, 919-926.
Khalid, M., & Ahmad, Z. (2011), Classeoom Academic Performance Based on Motivational and Self Regulating Learning Factors. Proc. 8th International Conference on Recent Advances in Statistics Lahore, Pakistan, 8, 327-342.
Bruning, R., & Horn, C. (2000), Developing motivation to write. Educational Psychologist, 35, 25-37.
Corno, L., & Mandinach, E. (1983), The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-108.
Hattie, J., Biggs, J., & Purdie, N. (1996), Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66, 99-136.
Horn, C., Bruning, R., Schraw, G., & Curry, E. (1993), Paths to success in the college classroom. Contemporary Educational Psychology, 18, 464-478.
Kauffman, D., & Kiewra, K. (1999), Indexing, extraction, and localization effects from learning form matrices, outlines, and text. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Kauffman, D., Lebow, R., Kiewra, K., & Igo, L. (2000), All matrices are NOT created equal: How ordering matrix topics and categories affects learning. Invited presentation at the annual conference meeting of the American Educational Research Association, New Orleans, LA.
Perry, N. (2002), Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37, 1-5.
Pintrich, P., & De Groot, E. (1990), Motivational and self-regulated learning compo[1]nents of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pressley, M., & McCormick, C. (1995), Cognition, teaching, and assessment. New York: HarperCollins.
Schraw, G., Kauffman, D., & Lehman, S. (2002), SRL theory. In J. Levin (Ed.), Encyclopedia of cognitive science. London, England: Macmillan.
Smit, K., de Brabander, C. J., Boekaerts, M., & Martens, R. L. (2017). The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning. International Journal of Educational Research, 82, 124-134. https://doi.org/10.1016/j.ijer.2017.01.006
Reeve, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149-172). Boston, MA: Springer US. DOI 10.1007/978-1-4614-2018-7
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Tang, M., & Neber, H. (2008). Motivation and Self-Regulated Science Learning in High Achieving Students: Differences Related to Nation, Gender and Grade Level. High Ability Studies, 19, 103-116. http://dx.doi.org/10.1080/13598130802503959
Zimmerman, B. J. (1994), Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3 -24). Hillside, NJ: Erlbaum.
Zimmerman, B. J. (2000), Attaining self-regulated learning: A social-cognitive per[1]spective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
Pekrun, R., Maier, M. A., & Elliot, A. J. (2009), Achievement goals and achievement emotions: Testing a model of their relations with academic performance. Journal of Educational Psychology, 100(1), 115-135. doi:10.1037/a0013383
Zimmerman, B. J., & Schunk, D. H. (2011), Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). Routledge/Taylor & Francis Group.
Dignath, C., Buettner, G., and Langfeldt, H.-P. (2008), “How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively?” Educational Research Review 3 (2): 101–129. doi:10.1016/j.edurev.2008.02.003.
DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. L. (2008), The Challenge of Measuring Epistemic Beliefs: An Analysis of Three Self-Report Instruments. The Journal of Experimental Education, 76(3), 281–312.
http://www.jstor.org/stable/20157487.

In-Text Citation: (Nurudin et al., 2023)
To Cite this Article: Nurudin, S. M., Zain, Z. M., Yaacob, N. A., Kamarudin, N. A., Hassan, F., & Rahmat, N. H. (2023). Motivational Belief, Cognitive Strategy Use & Self-regulation Alliance Pertaining Students Learning Achievement. International Journal of Academic Research in Business and Social Sciences, 13(7), 172 – 189.

Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode