Journal Screenshot

International Journal of Academic Research in Business and Social Sciences

Open Access Journal

ISSN: 2222-6990

A Study of The Factors that Influence Learners’ Drive to Be Self-Regulated

Nor Syamaliah Ngah, Noorliana Safian, Nor Suraya Aini, Azlina Mohd Hussain, Shawal Sahid Hamid @ Hussain, Mahazril Aini Yaacob, Noor Hanim Rahmat

http://dx.doi.org/10.6007/IJARBSS/v13-i9/18540

Open access

This study investigates the factors that influence learners’ drive to be self-regulated. The study explores the learner’s perception of self-regulated learning strategies, self-efficacy, intrinsic value, and test anxiety. This study is a quantitative study using survey questionnaires as its instrument. A total of 221 respondents participated in this study. The respondents were students from a public university in Malaysia. The instrument used is a survey, The findings of the study revealed that there is a significant association between learners' drive and self-regulated learning. Respondents also perceived self-regulated learning strategies. self-efficacy, intrinsic value, and test anxiety are the drivers of self-regulated learning.

Abdillah, J. A., & Sueb, S. (2022). Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom. Pioneer: Journal of Language and Literature, 14(1), 278-297.
Bandura, A., & Cervone, D. (1986). Differential engagement of self-reactive influences in cognitive motivation. Organizational behavior and human decision processes, 38(1), 92-113.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self?efficacy beliefs on academic functioning. Child development, 67(3), 1206-1222.
Bol, L., & Hacker, D. J. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. The Journal of experimental education, 69(2), 133-151.
Bandura, A., Caprara, G. V., Barbaranelli, C., Gerbino, M., & Pastorelli, C. (2003). Role of affective self?regulatory efficacy in diverse spheres of psychosocial functioning. Child development, 74(3), 769-782.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The internet and higher education, 27, 1-13.
Butler, R. (1998). Determinants of help-seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of educational psychology, 90(4), 630.
Cleary, T. J., & Zimmerman, B. J. (2006). Teachers' perceived usefulness of strategy microanalytic assessment information. Psychology in the Schools, 43(2), 149-155.
Duncan, T., & Mckeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). no. January 2015.
El-Adl, A., & Alkharusi, H. (2020). Relationships between Self-Regulated Learning Strategies, Learning Motivation, and Mathematics Achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111.
Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2022). Soft skills and extracurricular activities sustain motivation and self-regulated learning at school. The Journal of Experimental Education, 90(3), 550-569.
Firmansyah, B., Hamamah, H., & Emaliana, I. (2023). Recent Students' Motivation Toward Learning English After the COVID-19 Post-Pandemic. Journal of Languages and Language Teaching, 11(1), 130-136.
Heo, H., Bonk, C. J., & Doo, M. Y. (2021). Enhancing learning engagement during COVID ?19 pandemic: Self-efficacy in time management, technology use, and online learning environments. Journal of Computer Assisted Learning, 37(6), 1640–1652. https://doi.org/10.1111/jcal.12603
Jackson, S. L. (2015) Research Methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Lim, C. L., Ab Jalil, H., Ma'rof, A. M., & Saad, W. Z. (2020). Self-Regulated Learning as a Mediator in the Relationship between Peer Learning and Online Learning Satisfaction: A Study of a Private University in Malaysia. Malaysian Journal of Learning and Instruction, 17(1), 51-75.
Kickert, R., Meeuwisse, M., Stegers-Jager, K. M., Prinzie, P., & Arends, L. R. (2022). Curricular fit perspective on motivation in higher education. Higher Education, 83(4), 729-745.
Mayuni Borah.( 2020). Motivation in learning.Journal of critical review. VOL 8, ISSUE 02, 2021.
Mauliya, I., Relianisa, R. Z., & Rokhyati, U. (2020). Lack of Motivation Factors Creating Poor Performance in the Context of Graduate English Department Students. Journal of Linguistics and Language Teaching, 6(2), 73-85. Retrieved from http://dx.doi.org/10.29300/ling.v6i2.3604
Mehndroo, M., & Vandana, M. (2020). Impact of motivation on academic achievement. Ilkogretim Online-Elementary Education Online, 19(4), 3316-3320.
Milligan, C., Fontana, R. P., Littlejohn, A., & Margaryan, A. (2015). Self-regulated learning behaviour in the finance industry. Journal of Workplace Learning, 27(5), 387-402.
Neilans, T. H., & Israel, A. C. (1981). Towards maintenance and generalization of behavior change: Teaching children self-regulation and self-instructional skills. Cognitive Therapy and Research.
Perander, K., Londen, M., & Holm, G. (2021). Supporting students' transition to higher education. Journal of Applied Research in Higher Education, 13(2), 622-632.
Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
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. (2021) Writers’ Beliefs and Expectations in Academic Writing: Towards a Model of Writing Prophecies. European Journal of English Language Teaching, Vol 6(4), pp 48—59.http://dx.doi.org/10.46827/ejel.v6i4.3737
Rahmawati, A., & Sujono, F. K. (2021). Digital Communication through Online Learning in Indonesia: Challenges and Opportunities. Jurnal ASPIKOM, 6(1), 61. https://doi.org/10.24329/aspikom.v6i1.815
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological bulletin, 138(2), 353.
Rocio, E. R., & Jose, L. O. M. (2015). Motivation: The Road to Successful Learning.Profile Issues in Teachers’ Professional Development.Vol. 17(2), pp 125-136
Travers, N. L., & Sheckley, B. G. (2000). Changes in Students' Self-Regulation Based on Different Teaching Methodologies.
Yen, N. L., Bakar, K. A., Roslan, S., Luan, W. S., & Abd Rahman, P. Z. M. (2005). Predictors Of Self-regulated Learning In Malaysian Smart Schools. International education journal, 6(3), 343-353.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American educational research journal, 31(4), 845-862.
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), 135-147.

In-Text Citation: (Ngah et al., 2023)
To Cite this Article: Ngah, N. S., Safian, N., Aini, N. S., Hussain, A. M., @Hussain, S. S. H., Yaacob, M. ‘Aini, & Rahmat, N. H. (2023). A Study of The Factors that Influence Learners’ Drive to Be Self-Regulated. International Journal of Academic Research in Business and Social Sciences, 13(9), 1366–1383.