ISSN: 2222-6990
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In any context, especially in the academic and professional contexts, having the motivation to succeed is essential. This study aimed to investigate the relationship between motivation to learn and the use of self-regulated learning (SRL) strategies employed by pre-university students at a selected university. A quantitative method was used to retrieve data from 110 participants who were selected through a purposive sampling method from a Centre of Foundation Studies at a selected public university in Malaysia to discover whether the 3 aspects of motivation, namely, self-efficacy, intrinsic value, and test anxiety impact students’ self-regulated learning. An online 5-Likert scale questionnaire consisting of 3 parts, which are the demographic profile, motivational beliefs, and self-regulated learning, and a total of 47 questions was used for data collection. The instruments of the survey were adapted from Pintrich and De Groot (1990). Findings suggest a significantly high correlation between students’ motivation to learn and self-regulated learning. Meanwhile, correlation analysis revealed a positive association between students’ motivational beliefs and self-regulation learning strategies. The implications of this study demand that educators embed strategies to motivate students to be self-efficient and intrinsically motivated, especially to reduce anxiety faced during test-taking processes by applying self-regulated learning strategies.
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(Dillah et al., 2023)
Dillah, D., Subramaniam, S., Bazilah, N., Hamid, A., Subramaniam, N., Afrin, J. F., & Rahmat, N. H. (2023). Investigating Pre-University Students’ Motivation to Learn and Their Use of Self-Regulated Learning Strategies. International Journal of Academic Research in Business and Social Sciences, 13(10), 1041–1057.
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