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Exploring the Relationship Between Self-Regulated Learning
Strategies and Components in Motivational Beliefs
Mohamed Hafizuddin Mohamed Jamrus
*
, Nurfarah Saiful Azam, Noor Aizah Abas, Nadiah Zubbir,
Noor Hanim Rahmat
Academy Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000247
Received: 06 October 2025; Accepted: 12 October 2025; Published: 10 November 2025
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.
Keywords: Self-regulated learning strategies, Motivational beliefs, Motivation factors, Learning strategies,
Motivational Components
INTRODUCTION
Background of Study
Self-regulated learning (SRL) is a critical factor in academic success, as it enables learners to set goals, monitor
their progress, and adapt their learning strategies to achieve desired outcomes. Zimmerman (2002) defines self-
regulated learning as a proactive approach in which students take control of their cognitive, behavioral, and
motivational processes to optimize their learning. Within SRL, key strategies include goal setting, self-
monitoring, time management, and metacognitive reflection. These strategies influence how students engage
with learning materials, persist through challenges, and develop independent learning habits.
Motivational beliefs, on the other hand, play a crucial role in driving student engagement and effort in learning.
Pintrich and De Groot (1990) categorized motivational beliefs into components such as self-efficacy, intrinsic
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value, and test anxiety, which shape students' willingness to employ SRL strategies. Self-efficacy refers to a
student’s confidence in their ability to succeed, influencing persistence and strategy use. Intrinsic value reflects
the perceived importance and interest in a subject, fostering deeper engagement with learning tasks. Conversely,
test anxiety can negatively impact self-regulation by creating cognitive and emotional barriers to effective
learning.
Research suggests that motivational beliefs and self-regulated learning strategies are interrelated, yet their
relationship is not fully understood across different learning contexts. Studies by Schunk and Ertmer (2000) and
Eccles and Wigfield (2002) highlight that motivation influences students' ability to regulate their learning, but
the extent to which specific motivational components drive cognitive and metacognitive strategy use remains an
area for further exploration. Additionally, variations in these relationships based on academic disciplines,
learning environments (e.g., online vs. traditional classrooms), and student demographics have yet to be fully
examined.
Given the growing emphasis on learner autonomy and self-directed learning in modern education, understanding
how motivational beliefs influence SRL strategies is essential for developing effective instructional approaches.
This study seeks to explore the relationship between self-regulated learning strategies and components of
motivational beliefs, providing insights that can inform teaching practices, curriculum design, and student
support programs. By investigating these connections, the research aims to contribute to a deeper understanding
of how students regulate their learning and what drives them to persist and succeed in academic settings.
Statement of Problem
Effective learning requires students to take an active role in regulating their own learning processes. Self-
regulated learning (SRL) strategies—such as goal setting, self-monitoring, and metacognitive control—are
essential for academic success. However, the extent to which students adopt these strategies depends largely on
their motivational beliefs, including self-efficacy, intrinsic value, and test anxiety. While previous research has
established that motivation plays a role in learning behavior (Pintrich & De Groot, 1990; Zimmerman, 2002),
there remains a gap in understanding how specific components of motivational beliefs influence the use of SRL
strategies in different academic contexts.
Despite the recognition that self-efficacy enhances persistence, intrinsic value promotes deep engagement, and
test anxiety can hinder learning, little is known about the strength and nature of their relationship with cognitive
strategy use and self-regulation. Additionally, while studies suggest a correlation between motivation and SRL,
findings have been inconsistent across different populations and learning environments (Schunk & Ertmer, 2000;
Eccles & Wigfield, 2002). This lack of clarity limits educators' ability to design effective interventions that foster
both motivation and self-regulation in students.
Therefore, this study seeks to explore the relationship between self-regulated learning strategies and components
of motivational beliefs, addressing the need for a clearer understanding of how students' perceptions of their
motivation impact their ability to regulate their learning. The findings will provide insights into how educators
can better support students in developing both the confidence and strategies necessary for academic success.
Objective of the Study and Research Questions
This study is done to explore perception of learners on their motivational components and self-regulated learning
strategies. Specifically, this study is done to answer the following questions;
1. How do learners perceive their self-regulated learning strategies?
2. How do learners perceive their self-efficacy in learning?
3. How do learners perceive their intrinsic value in learning?
4. How do learners perceive their test anxiety in learning?
5. Is there a relationship between self-regulated learning strategies and motivational components?
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LITERATURE REVIEW
Theoretical Framework
Motivational Beliefs
Smit et al. (2017) highlighted that motivational strategies can help students begin their schoolwork, sustain effort
despite motivational difficulties, or shift their focus from non-learning to learning goals. According to Pintrich
and De Groot (1990), there are three key motivational factors that affect academic performance in the classroom:
self-efficacy, intrinsic value, and test anxiety. They explained that self-efficacy refers to a student's belief in their
abilities, including their confidence and perceived competence in performing academic activities. Zainuddin et
al. (2023) explained that self-efficacy involves the belief in one's capacity to complete tasks successfully, and
learners with high self-efficacy are more adept at understanding concepts and engaging with course material.
Intrinsic value, as defined by Pintrich and De Groot (1990), refers to a student's internal interest in and perceived
importance of their coursework, as well as their inclination toward challenges and mastery-oriented goals.
Bandura and Schunk (1981) noted that intrinsic interest can be cultivated through the satisfaction gained from
achieving subgoals. According to Yew et al. (2023), students tend to be more engaged in learning subjects they
enjoy, find important, or consider interesting and useful. Lastly, Pintrich and De Groot (1990) described test
anxiety as the feelings of worry and mental distraction students experience during exams. Yew et al. (2023)
suggested that a strong desire for academic success may contribute to heightened test anxiety among students.
Self-Regulated Learning Strategies
Self-regulated learning is a form of cognitive engagement, which is an indirect factor inferred from measures of
motivated behavior (Corno & Mandinach, 1983). Pintrich and De Groot (1990) identified key elements of self-
regulated learning that are crucial for academic success, such as metacognitive strategies, self-regulation, and
cognitive strategies. Metacognitive strategies involve the planning, monitoring, and adjustment of one's
cognitive processes (Pintrich & De Groot, 1990). Similarly, Zimmerman and Martinez-Pons (1988) stated that
self-regulated learners engage in planning, organizing, self-instruction, and self-evaluation at various stages of
learning.
Cognitive strategies, on the other hand, refer to the techniques learners use to study, memorize, and understand
learning materials (Pintrich & De Groot, 1990; Corno & Mandinach, 1983; Zimmerman & Pons, 1986, 1988).
Self-regulation involves a student's ability to manage and control their effort during academic tasks in the
classroom (Pintrich & De Groot, 1990). According to Corno and Mandinach (1983), directing effort toward
academic tasks is a form of cognitive engagement, and if this intellectual activity is sustained, students will be
able to apply the learning strategies they use in school. Yew (2023) highlighted that cognitive strategies and self-
regulation are strongly linked to self-regulated learning in the pursuit of students' goals. Therefore, this study
aims to explore how Japanese and English language students perceive self-regulated learning strategies, focusing
on these two components.
Past Studies
Past Studies on Motivation Belief
The past studies in Motivational Belief mainly focused on students’ academic performance. These studies
concluded that motivational belief has a positive relationship with motivational belief.
Ocak and Yamak (2013) investigated the connections between fifth graders' self-regulated learning strategies,
motivational beliefs, attitudes toward mathematics, and academic achievement. The study involved 204 students
from primary schools in Afyonkarahisar province, who completed the Motivated Strategies for Learning
Questionnaire (MSLQ) and the Mathematics Attitude Scale (MTÖ). The findings revealed that metacognitive
self-regulation, self-efficacy, task value, and intrinsic goal orientation influenced students' attitudes toward
mathematics, while self-efficacy and test anxiety were related to their academic achievement.
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Gharghani et al. (2019) examined the relationship between motivational beliefs, cognitive and metacognitive
strategies, and academic performance among students. They selected 250 medical and health students from
Shiraz University of Medical Sciences using the Levy and Lemeshow sampling formula, and collected data using
the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich and de Groot. The study
found that self-efficacy, one of the key components of motivational beliefs, was positively correlated with
academic performance. Through multiple regression analysis, Gharghani et al. (2019) concluded that self-
efficacy plays a significant role in predicting academic success, as students with higher self-efficacy tend to
achieve better academic outcomes.
Starr et al. (2022) conducted a systematic review of studies on how parents' STEM socialization practices impact
the STEM motivational beliefs of Black and Latinx adolescents. The review analyzed 36 relevant peer-reviewed
articles published between January 2000 and January 2020. Starr et al. (2022) found that most of the studies
supported the idea that parents' STEM-specific support is positively linked to adolescents' motivational beliefs
in Black and Latinx families. This positive relationship helps increase adolescents' interest, self-confidence, and
perceived value of STEM, which in turn influences their persistence and engagement in STEM activities.
Based on the mentioned studies, academic performance has a significant connection with motivational belief.
Both Gharghani et al. (2019) and, Ocak and Yamak (2013) both agreed that students who are self-efficacious,
have a higher chance to perform better academically. Additionally, motivational belief aids students in being
confident and persistent in their study.
Past Studies on Self-Regulated Learning Strategies
Similar to motivational belief, previous studies discovered that self-regulated learning strategies also have a
positive relationship with academic performance. In addition, these studies also discovered that there is a
connection between self-regulated learning studies and motivational belief.
Ocak and Yamak (2013) explored the connections between fifth graders’ self-regulated learning strategies,
motivational beliefs, attitudes toward mathematics, and academic performance. A total of 204 students from
primary schools in Afyonkarahisar province participated by completing the Motivated Strategies for Learning
Questionnaire (MSLQ) and the Mathematics Attitude Scale (MTÖ). The study found that self-regulated learning
strategies were influenced by task value, self-efficacy, and intrinsic goal orientation. Additionally, students'
attitudes toward mathematics were positively influenced by metacognitive self-regulation.
Smit et al. (2017) examined how students use motivational strategies as intermediaries between their beliefs
about the value of schoolwork, their sense of competence, and their motivational engagement. The study
included 3,602 students aged 11 to 21 from 49 pre-vocational secondary education schools, who completed
Wolters' questionnaire on strategies in Dutch. The results showed that self-regulated learners were capable of
setting goals, planning, and adjusting their motivation through self-regulated learning strategies. Furthermore,
Smit et al. (2017) argued that while using more motivational strategies could enhance a student’s effort, it does
not necessarily lead to improved academic achievement. They suggested that students first need to be trained in
using cognitive and metacognitive strategies.
Broadbent (2017) investigated the relationship between self-regulated learning strategies and academic
performance in two learning environments: online and blended. The study collected data from 606 undergraduate
students at a university in Melbourne, Australia, with an average age of 23.5 years, between 2014 and 2016. The
students completed the Motivated Strategies for Learning Questionnaire, and the results indicated that online
students used self-regulated learning strategies more frequently than those in blended learning environments,
except in the areas of peer learning and help-seeking. Additionally, time management and effort regulation
strategies were found to have a positive impact on the academic performance of online learners.
The studies discussed concluded that self-regulated learning strategies have a significant relationship with not
only academic performance but also student’s effort in studying. Metacognitive strategy is seen to be prominent
in these studies as planning, setting goals as well as time management are seen to be vital in achieving greater
grades.
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Conceptual Framework
Figure 1 illustrates the conceptual framework of the study, which examines the link between self-regulated
learning strategies and components of motivational beliefs. For learners to regulate their learning effectively,
motivation plays a crucial role in driving the learning process. Motivation is key to maintaining engagement in
learning activities (Rahmat & Thasrabiab, 2024). Learners who are motivated typically exhibit self-efficacy,
intrinsic value, and the ability to manage test anxiety. This study specifically examines the connection between
self-regulated learning strategies and self-efficacy, as well as the relationship between these strategies and
intrinsic value. Lastly, the study seeks to explore how self-regulated learning strategies relate to test anxiety.
Figure 1 - Conceptual Framework of the Study - Relationship Between Self-Regulated Learning Strategies and
Components in Motivational Beliefs
METHODOLOGY
This quantitative study aims to investigate motivational factors influencing learning among undergraduate
students. A purposive sample of 282 participants completed the survey. The survey instrument, based on a 5-
point Likert scale, is adapted from Pintrich & De Groot (1990) to assess the variables presented in Table 1 below.
The survey is divided into three sections: Section A gathers demographic information, Section B includes 22
items that assess motivational beliefs, and Section C features 22 items focused on self-regulated learning
strategies.
Table 1 - Distribution of Items in the Survey
PART
STRATEGY
SCALE
No Of Items
Total Items
Two
Motivational Beliefs
A
Self-Efficacy
9
22
.871
B
Intrinsic Value
9
C
Test Anxiety
4
Three
Self-Regulated Learning Strategies
D
Cognitive Strategy Use
13
22
.890
E
Self-Regulation
9
Total No Of Items
44
.929
Table 1 presents the reliability of the survey, with a Cronbach’s alpha of .871 for motivational beliefs and .890
for self-regulated learning strategies. The overall reliability for all 44 items is .929, indicating strong reliability
of the instrument. Further analysis was conducted using SPSS to present the findings that address the research
questions of this study.
SELF-
REGULATED
LEARNING
STRATEGIES
Self-Efficacy
Intrinsic
Value
Test Anxiety
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FINDINGS
Findings for Demographic Profile
Table 2 - Gender of the Respondents
NO
ITEM
PERCENTAGE
1
Male
35%
2
Female
65%
Table 2 delineates that 65% of the respondents were female, while 35% were male, indicating a higher
participation rate among female students.
Table 3 - Cluster of Studies of the Respondents
NO
ITEM
PERCENTAGE
1
Science & Technology
33%
2
Social Sciences
60%
3
Business
7%
Table 3 unveils that the majority of respondents (60%) were from the Social Sciences cluster, followed by 33%
from Science & Technology and 7% from Business.
Table 4 - Language Learned of the Respondents
NO
ITEM
PERCENTAGE
1
English
26%
2
Japanese
33%
3
Both
41%
Table 4 demonstrates that 41% of respondents learned both English and Japanese, 33% learned Japanese, and
26% learned English.
Table 5 - Semester of the Respondents
NO
ITEM
PERCENTAGE
1
Semester 1-2
33%
2
Semester 3-4
52%
3
Semester 5 and above
15%
Table 5 depicts that the largest group of respondents, 52% were in Semesters 3-4, followed by 33% in Semesters
1-2, and 15% in Semester 5 and above.
Findings for Self-regulated Learning Strategies
This section presents data to answer Research Question 1: How do learners perceive their self-regulated learning
strategies? In the context of this study, this refers to (i) cognitive strategy use and (ii) self-regulation.
Table 6 - Mean for (i) Cognitive Strategy Use (13 items)
ITEM
MEAN
SRLSCSUQ1When I study for a test, I try to put together the information from class and from the book.
4.1
SRLSCSUQ 2When I do homework, I try to remember what the teacher said in class so I can answer
the questions correctly.
4.2
SRLSCSUQ 3It is hard for me to decide what the main ideas are in what I read.
3.2
SRLSCSUQ 4When I study, I put important ideas into my own words.
3.9
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SRLSCSUQ 5I always try to understand what the teacher is saying even if it doesn't make sense.
3.9
SRLSCSUQ 6When I study for a test, I try to remember as many facts as I can.
4.2
SRLSCSUQ 7When studying, I copy my notes over to help me remember material.
3.9
SRLSCSUQ 8When I study for a test, I practice saying the important facts over and over to myself.
4
SRLSCSUQ 9I use what I have learned from old homework assignments and the textbook to do new
assignments.
4
SRLSCSUQ 10When I am studying a topic, I try to make everything fit together.
3.9
SRLSCSUQ 11When I read material for this class, I say the words over and over to myself to help me
remember.
3.9
SRLSCSUQ 12I outline the chapters in my book to help me study.
3.7
SRLSCSUQ 13When reading I try to connect the things, I am reading about with what I already know.
4
The respondents generally exhibits strong cognitive strategy use for studying, as shown in Table 6, with mean
scores ranging from 3.2 to 4.2. The highest mean scores were recorded for remembering teacher instructions
during homework (SRLSCSUQ2) and memorizing facts for tests (SRLSCSUQ6), both scoring 4.2. Additionally,
respondents frequently employed strategies such as practicing important facts (SRLSCSUQ8) and applying
previous learning to new assignments (SRLSCSUQ9), each with a mean of 4.0. However, there was some
difficulty in identifying main ideas during reading (SRLSCSUQ3), reflected in the lower mean score of 3.2.
Overall, the findings suggest a generally effective use of cognitive strategies, with some variation in their
application.
Table 7 - Mean for (ii) Self-Regulation (9 items)
ITEM
MEAN
SRLSSRQ1I ask myself questions to make sure I know the material I have been studying.
3.8
SRLSSRQ 2When work is hard I either give up or study only the easy parts.
3.1
SRLSSRQ 3I work on practice exercises and answer end of chapter questions even when I don't have
to.
3.4
SRLSSRQ 4Even when study materials are dull and uninteresting, I keep working until I finish.
3.6
SRLSSRQ 5Before I begin studying, I think about the things I will need to do to learn.
3.8
SRLSSRQ 6I often find that I have been reading for class but don't know what it is all about.
3.2
I find SRLSSRQ 7that when the teacher is talking, I think of other things and don't really listen to what
is being said.
2.9
SRLSSRQ 8When I'm reading, I stop once in a while and go over what I have read.
3.7
SRLSSRQ 9 I work hard to get a good grade even when I don't like a class.
4
The mean scores for self-regulation strategies in Table 7 highlights a range from 2.9 to 4.0. The highest score
(4.0) was for working hard to achieve good grades, even in a disliked class (SRLSSRQ9). Respondents also
demonstrated strong self-regulation in planning their study approach (SRLSSRQ5) and asking themselves
questions to check their understanding (SRLSSRQ1), with both items scoring 3.8. Conversely, the lowest score
(2.9) was for losing focus during the teacher's explanation (SRLSSRQ7), indicating difficulty in maintaining
attention. Overall, the data suggests that while most students exhibit positive self-regulation, challenges remain
in maintaining focus and engagement during less stimulating tasks.
Findings for Self-Efficacy
This section presents data addressing research question 2: How do learners perceive their self-efficacy in
learning? In the context of this study, this refers to (i) self-efficacy, (ii) intrinsic value, and (iii) test anxiety.
Table 8 - Mean for (i) Self-Efficacy (9 items)
ITEM
MEAN
MBSEQ1Compared with other students in this class I expect to do well.
3.4
MBSEQ2I'm certain I can understand the ideas taught in this course.
3.9
MBSEQ 3I expect to do very well in this class.
3.9
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MBSEQ 4Compared with others in this class, I think I'm a good student
3.3
MBSEQ5I am sure I can do an excellent job on the problems and tasks assigned for this class.
3.7
MBSEQ61 think I will receive a good grade in this class.
3.8
MBSEQ 7My study skills are excellent compared with others in this class.
3
MBSEQ8Compared with other students in this class I think I know a great deal about the subject.
3.2
MBSEQ9I know that I will be able to learn the material for this class
3.9
Table 8 displays the mean scores for self-efficacy, which range from 3.0 to 3.9. The highest scores (3.9) were
associated with statements reflecting confidence in understanding course material (MBSEQ2), expecting good
academic performance (MBSEQ3), and believing in one's ability to learn the material (MBSEQ9). Conversely,
respondents showed less confidence in comparing their study skills to others, as reflected by the lowest score of
3.0 for "My study skills are excellent compared with others in this class" (MBSEQ7). Overall, the data indicates
that students generally believe in their ability to perform well in the course, though there is moderate self-
perceived competence when compared to peers.
Table 9 - Mean for (ii) Intrinsic Value (9 items)
ITEM
MEAN
MBIVQ1I prefer class work that is challenging so I can learn new things.
3.5
MBIVQ2It is important for me to learn what is being taught in this class.
4.3
MBIVQ3I like what I am learning in this class.
4.3
MBIVQ 4I think I will be able to use what I learn in this class in other classes.
3.9
MBIVQ 5I often choose paper topics I will learn something from even if they require more work.
3.5
MBIVQ 6Even when I do poorly on a test I try to learn from my mistakes.
4.2
MBIVQ7 I think that what I am learning in this class is useful for me to know.
4.3
MBIVQ 8I think that what we are learning in this class is interesting.
4.3
MBIVQ 9Understanding this subject is important to me.
4.4
The mean scores for intrinsic value, ranging from 3.5 to 4.4 in Table 9, indicates that the highest score of 4.4
reflects the importance placed on understanding the subject (MBIVQ9). Students also expressed a strong interest
in the material being taught, with several items scoring 4.3, including "It is important for me to learn what is
being taught in this class" (MBIVQ2), "I like what I am learning in this class" (MBIVQ3), and "I think that what
I am learning in this class is useful for me to know" (MBIVQ7). The lowest mean score (3.5) was given to "I
prefer class work that is challenging so I can learn new things" (MBIVQ1) and "I often choose paper topics I
will learn something from even if they require more work" (MBIVQ5), indicating that while students find value
in learning, they may not always seek the most challenging tasks. Overall, the data reflects a strong sense of
intrinsic motivation and interest in the class content.
Table 10 - Mean for (iii) Test Anxiety (4 items)
ITEM
MEAN
MBTAQ1I am so nervous during a test that I cannot remember facts I have learned.
3.2
MBTAQ 2I have an uneasy, upset feeling when I take a test.
3.1
MBTAQ 3I worry a great deal about tests.
3.5
MBTAQ 4When I take a test I think about how poorly I am doing.
3.3
The data on test anxiety in Table 10 denotes that the item "I worry a great deal about tests" (MBTAQ3) has the
highest mean of 3.5, indicating that test-related stress and anxiety are somewhat prevalent among students. The
item "I am so nervous during a test that I cannot remember facts I have learned" (MBTAQ1) shows a mean of
3.2, reflecting moderate nervousness that affects memory recall during exams. Similarly, "When I take a test I
think about how poorly I am doing" (MBTAQ4) has a mean of 3.3, denoting that students occasionally focus on
their performance negatively during tests. The lowest mean of 3.1 is for "I have an uneasy, upset feeling when I
take a test" (MBTAQ2), suggesting that while students experience some discomfort during tests, it is not as
intense as other aspects of test anxiety. In conclusion, test anxiety is present but not overwhelming, with a
tendency toward moderate anxiety related to performance and recall.
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Findings for Relationship between self-regulated learning strategies and motivational components
This section presents data to address Research Question 5: Is there a relationship between self-regulated learning
strategies and motivational components? To determine whether there is a significant association between the
mean scores of self-regulated learning strategies and motivational components, the data was analyzed using
SPSS for correlations. The results are presented separately in Tables 11, 12, and 13 below.
Table 11 - Correlation between Self-Regulated Learning Strategies and Self-Efficacy
Table 11 shows an association between self-regulated learning strategies and self-efficacy. Correlation analysis
reveals a significant and strong positive association between the two variables, with a correlation coefficient of
r=.523∗∗r = .523^{**}r=.523∗∗ and p=.000p = .000p=.000. According to Jackson (2015), coefficients are
considered significant at the .05 level, and positive correlations are measured on a scale of 0.1 to 1.0. A weak
positive correlation ranges from 0.1 to 0.3, moderate from 0.3 to 0.5, and strong from 0.5 to 1.0. This result
confirms a strong positive relationship between self-regulated learning strategies and self-eff
Table 12 - Correlation between Self-Regulated Learning Strategies and Intrinsic Value
Table 12 reveals an association between self-regulated learning strategies and intrinsic value. Correlation
analysis indicates a significant and strong positive association between the two variables, with a correlation
coefficient of r=.659∗∗r = .659^{**}r=.659∗∗ and p=.000p = .000p=.000. According to Jackson (2015),
coefficients are significant at the .05 level, and positive correlations are measured on a scale of 0.1 to 1.0. A
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weak positive correlation falls within the range of 0.1 to 0.3, moderate positive correlation from 0.3 to 0.5, and
strong positive correlation from 0.5 to 1.0. Therefore, the results confirm a strong positive relationship between
self-regulated learning strategies and intrinsic value.
Table 13 - Correlation between Self-Regulated Learning Strategies and Test Anxiety
Table 13 records an association between self-regulated learning strategies and test anxiety. Correlation analysis
indicates a low but significant association, with a correlation coefficient of r=.266∗∗r = .266^{**}r=.266∗∗ and
p=.000p = .000p=.000. According to Jackson (2015), coefficients are significant at the .05 level, and positive
correlations are measured on a scale of 0.1 to 1.0. A weak positive correlation falls within the range of 0.1 to
0.3, moderate positive correlation from 0.3 to 0.5, and strong positive correlation from 0.5 to 1.0. Thus, the
findings suggest a weak positive relationship between self-regulated learning strategies and test anxiety.
CONCLUSION
Summary of Findings and Discussions
RQ 1: How do learners perceive their self-regulated learning strategies?
The findings indicate that learners generally perceive themselves as active users of cognitive strategies and self-
regulation techniques in their studies. Regarding cognitive strategies, students frequently employ techniques
such as integrating class materials with textbooks, practicing important facts, and using prior knowledge to
complete assignments. These strategies align with past studies that emphasize the importance of rehearsal,
elaboration, and organization in effective learning (Pintrich & De Groot, 1990; Zimmerman, 2002). However,
some students struggle with identifying main ideas while reading, suggesting a need for improved metacognitive
awareness in reading comprehension.
In terms of self-regulation, students report being motivated to persist in their studies, particularly when working
towards good grades. They also engage in planning and self-questioning to monitor their understanding. These
findings are consistent with research by Schunk and Ertmer (2000), which highlights the role of goal-setting and
self-monitoring in academic achievement. However, difficulties in maintaining attention during teacher
explanations suggest that sustained focus and engagement remain a challenge. This aligns with prior studies that
show attention regulation is critical for deep learning but often requires external support and scaffolding (Eccles
& Wigfield, 2002)
RQ 2: How do learners perceive their self-efficacy in learning?
The findings suggest that learners generally have a moderate to high sense of self-efficacy in their learning,
particularly in their confidence to understand course material and perform well academically. The highest-rated
statements indicate that students believe they can grasp the course concepts and achieve good grades, aligning
with Bandura’s (1997) Social Cognitive Theory, which posits that self-efficacy influences motivation, effort,
and persistence in learning tasks.
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However, while students exhibit self-assurance in their individual abilities, they demonstrate less confidence
when comparing themselves to peers, particularly in study skills and subject knowledge. The lower scores for
comparative self-evaluations suggest that social comparison may negatively impact self-efficacy, a finding
supported by Schunk and Pajares (2009), who highlight that students often base their self-efficacy judgments on
social comparisons rather than objective performance.
This moderate self-efficacy could influence academic behaviours and motivation, as research by Zimmerman
(2002) suggests that students with strong self-efficacy are more likely to engage in self-regulated learning
strategies, persist in challenging tasks, and adopt mastery-oriented goals. Given the mixed confidence levels
observed, interventions such as goal-setting strategies, peer modeling, and metacognitive training could be
beneficial in strengthening self-efficacy beliefs, particularly in areas where students feel less competent
compared to their peers.
RQ 3: How do learners perceive their intrinsic value in learning?
The findings indicate that learners generally recognise the intrinsic value of learning and are motivated by their
interest in the subject matter. Respondents strongly agree that understanding the subject is important to them and
find the content useful and enjoyable. These results align with Self-Determination Theory (Deci & Ryan, 1985),
which suggests that intrinsic motivation enhances deep learning and engagement when students find the material
personally meaningful. Students also exhibit a strong sense of purpose in their studies, as they believe what they
learn in class can be applied to other subjects. This finding supports research by Eccles and Wigfield (2002),
which highlights the role of task value beliefs in academic motivation. When students perceive learning as
relevant to their broader educational goals, they are more likely to engage with the material. However, while
students express a high intrinsic value for learning, they are less inclined to seek out challenging tasks. The lower
scores for choosing difficult coursework or research topics suggest that effortful engagement may be limited,
even when students value the subject. High Intrinsic value similar to Ocak and Yamak (2013) discovered that
intrinsic goal orientation can determine the students’ attitudes toward mathematics.
According to Yew et al. (2023), students are motivated to learn subjects they enjoy, consider important, or find
interesting and useful. This aligns with findings from Pintrich (2003), which suggest that while students may
recognize the importance of learning, they do not always demonstrate high challenge-seeking behaviors,
particularly if the tasks require extra effort.
RQ 4: How do learners perceive their test anxiety in learning?
The findings indicate that test anxiety is a moderate but notable concern among students, with worry about tests
(MBTAQ3, mean = 3.5) being the most pronounced aspect. This suggests that many learners experience pre-
exam stress, which aligns with Zeidner’s (1998) research on test anxiety, highlighting that cognitive worry is a
key component affecting academic performance. A significant number of students also report difficulty recalling
information due to nervousness (MBTAQ1, mean = 3.2) and negative self-evaluation during tests (MBTAQ4,
mean = 3.3). These findings are consistent with Sarason’s (1984) Cognitive Interference Theory, which posits
that anxiety disrupts working memory and concentration, leading to poorer test performance. While students do
not report extreme anxiety, the presence of mild to moderate nervousness (MBTAQ2, mean = 3.1) suggests that
physiological symptoms—such as feeling uneasy before tests—are common but not overwhelming. Past studies,
such as Putwain & Daly (2014), suggest that high test anxiety can hinder motivation and self-regulated learning
strategies, potentially lowering academic performance. Given these findings, educators might consider
interventions such as mindfulness training, test-taking strategies, and cognitive restructuring techniques to help
students manage anxiety more effectively.
RQ 5: Is there a relationship between self-regulated learning strategies and motivational components?
The findings indicate a weak but statistically significant positive correlation between self-regulated learning
strategies and test anxiety (r = .266, p = .000). This suggests that as students engage more in self-regulated
learning strategies, they may still experience some level of test anxiety. While self-regulated learning strategies,
such as goal setting, self-monitoring, and cognitive strategy use, are generally associated with improved
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academic performance and reduced stress, the persistence of test anxiety may be linked to external factors such
as high academic expectations, time pressure, or lack of confidence in one's abilities. Past studies provide mixed
insights into this relationship. For instance, Pintrich (2000) emphasized that self-regulated learners tend to
experience lower test anxiety due to their ability to plan, monitor, and adjust their learning behaviors. However,
Zimmerman (2002) highlighted that while self-regulated strategies enhance learning efficiency, they do not
entirely eliminate test anxiety, especially for students who place high importance on academic success.
Pedagogical Implications and Suggestions for Future Research
The findings of this study highlight important pedagogical implications for enhancing students’ self-regulated
learning strategies and addressing motivational components that influence academic performance. Weak but
statistically significant correlation between motivational beliefs and cognitive strategy use, as well as self-
regulation, suggest that fostering intrinsic motivation and self-efficacy can enhance students’ ability to regulate
their own learning effectively but it is not as impactful as we thought. Educators should focus on designing
instructional strategies that promote students’ intrinsic value of learning, such as incorporating real-world
applications, providing autonomy in learning tasks, and fostering a growth mindset to improve self-efficacy.
The presence of moderate test anxiety among students suggests a need for interventions that help learners manage
stress during assessments. Strategies such as mindfulness training, test-taking skills workshops, and providing
low-stakes formative assessments can help alleviate anxiety while promoting a more supportive learning
environment. Additionally, since a weak but significant relationship was found between self-regulated learning
strategies and test anxiety, educators should emphasize metacognitive strategies, such as reflection and self-
assessment, to help students develop better coping mechanisms and adaptive test-taking behaviors.
Given the findings, future research should explore the causal relationships between self-regulated learning
strategies and motivational components through longitudinal studies. Additionally, qualitative studies can
provide deeper insights into students' personal experiences with motivation and self-regulation, allowing for a
more nuanced understanding of their challenges and successes. Further research could also examine the
effectiveness of specific pedagogical interventions in enhancing self-regulation and reducing test anxiety across
different educational contexts
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