Motivation plays a critical role in learning, as it drives individuals to act and achieve their objectives, yet many

students fail to manage their own learning processes. Self-regulated learning (SRL) involves learners’ active

control over their cognition, motivation, and behaviour but the influence of key motivational components on

SRL remains underexplored, particularly among Malaysian higher education students. On that note, this study

value showing the strongest effect, followed by self-efficacy and test anxiety. These results highlight the

importance of fostering intrinsic motivation and self-belief among learners to enhance their use of self-

regulated learning strategies, while also recognizing the complex role of test anxiety. Future research could

examine additional motivational constructs and investigate interventions to further support self-regulated

learning among Malaysian students.

Test anxiety)

Motivation is defined by the inspiration that drives someone to take action. Learner motivation on the other

hand refers to a process where their internal drive is focused on achieving various goals in their environment

In relation to self-regulated learning, it involves a process where learners actively control their cognition,

motivation and behaviour (Inan, 2013). Since this process is a lifelong learning (Inan, 2013), learners can

control their motivation towards their learning goals. As Dornyei (2005) viewed self-regulation in academic

settings as a multifaceted concept encompassing motivational, meta-cognitive, behavioural and environmental

processes. Hence, it clearly shows both learners’ motivation and self-regulated learning are interrelated to

reach their learning goals. Ng and Kamariah (2006) claimed only a limited number of local studies have

examined the relationship between the three motivational beliefs namely self-efficacy, control beliefs and

anxiety. The same authors also urged more studies should be conducted as the findings may shed light on the

connection between motivation and self-regulated learning among Malaysian students. In this regard, this

study is significant as it aims to address the gap in exploring the relationship between motivation and self-

well as procrastination issues among students. Trisnawati and Rahimi (2022) discovered that post-graduate

students developed motivational self-regulated strategies such as mastery of self-talk and environment-forming

strategy during remote studies as the result of academic procrastination defence mechanisms. This study

emphasised the importance of prioritising motivational aspects (self-efficacy, intrinsic value and test anxiety)

to induce useful self-regulation learning strategies in achieving academic goals.

Teng (2021) revealed that motivational beliefs components, specifically the intrinsic value, had a predominant

predictive effect on students’ SRL strategies. Besides, it is also highlighted that self-efficacy highly affects

metacognitive, cognitive and motivational regulation strategies when learning foreign languages. Teng (2021)

specifically mentioned that abundant existing general studies of motivation on SRL underscored lack of

specific studies related to different components of motivation beliefs in self-regulatory learning strategies. This

does self-efficacy influence learning motivation? (2) How does intrinsic value influence learning motivation?

(3) How does test anxiety influence learning motivation? (4) How does self-regulation in learning influence

learning motivation? (5) Is there a relationship between motivational components and self-regulation?

Motivation in learning includes motivation components such as effort, goal orientation, locus of control and

self-efficacy, sense of self as learner, self-esteem, self-assessment and interest (Harlen & Deakin-Crick, 2002;

in Muho & Kurani, 2013). Generally, the first component, effort, refers to an individual’s willingness to persist

and put in effort towards a task. Goal orientation as the second component refers to the set of behavioural

intentions revealing how students’ approach and engage in their learning activities (Meece, Blumenfeld &

strengthen one 's perception as a learner (Covington, 2000; in Muho & Kurani, 2013). These two components,

self-efficacy and intrinsic motivation were the similar components accessed via Science Motivation

Questionnaire in a study by Campos-Sanchez, Lopez-Nunez, Carriel, Martin-Piedra, Sola and Alaminos

(2014). Another motivation component which is self-esteem refers to an individual’s overall positive

evaluation of the self (Cast & Burke, 2002; in Muho & Kurani, 2013). As Brindley (1989; in Muho & Kurani,

2013) argued on the next component of motivation, self-assessment, is a skill that must be developed. The last

(Covington, 2000; in Muho & Kurani, 2013). The same author proposed that this type of motivation stems

personal interest.

One of the most important factors affecting students' academic performance, motivation, and general learning

efficiency is self-regulation. According to Zimmerman (2000), self-regulated learning (SRL) is defined as

components (Seban & Urban, 2024).

According to Schraw et al. (2006), the cognitive component includes critical thinking, problem-solving, and

learning methods and strategies. Another key component of learning is metacognitive, which comprises the

information and abilities that allow students to understand and assess their thought processes (Seban & Urban,

2024). Lastly, motivation encompasses attitudes that impact the use and growth of cognitive and metacognitive

skills as well as views about one's abilities and skills (Schraw et al., 2006). A student needs to be adequately

motivated to adopt efficient cognitive methods, even if they are more challenging to use. This is because,

according to Pintrich and De Groot (1990) strong motivation affects academic achievement and encourages

cognitive engagement with the work. Cognition and metacognition have a reciprocal link with motivation,

Research shows that self-regulated learners are more persistent, academically successful, and intrinsically

motivated (Schunk & Greene, 2018). For example, a study by Moghadari-Koosha et al. (2020) revealed that

Motivation is an element which enables learners to adopt different types of learning strategies. A significant

number of studies have analysed students’ motivation and learning strategies across different subjects

motivation over the course of the semester and identify whether students’ motivation scores were correlated

with their performance. Overall, the highest scores were on questions related to value and the lowest on

anxiety items. Referring to the result, it has been indicated that students concerned on the subject matter, yet

the tension levels were manageable. In relation to biology students’ motivation, it changed during the semester.

Hence, all researchers and Biology instructors who intend to assess the motivation of Biology students are

recommended to conduct assessments at least twice each semester to determine how a particular course

influences students’ baseline motivation.

moderate and low. The high motivation level of prospective teachers related to different learning strategies

equally with learning strategies. Conversely, it was not associated with the help-seeking learning strategy.

Another finding on the moderate motivation level of the respondents showed no association with effort

with those who had moderate levels, as the latter linked to learning strategies. At the conclusion of the study, a

relationships with intrinsic and extrinsic motivation as well as academic performance. This descriptive study

incorporated 238 students of which participants were assessed using a questionnaire. Based on the assessed

results, most students reflected positive output towards self-regulated learning strategies, motivation and

academic performance. Therefore, studies revealed a similar and consistent connection in the use of self-

Motivation in learning can significantly impact a learner's path to success in various ways. The achievement of

learning goals is closely tied to the level of motivation exhibited by learners. As Rahmat et al. (2021) have

noted, motivated learners approach their learning endeavours with eagerness. Such individuals are better

equipped to handle the obstacles that may arise during the learning process and are more inclined to develop

self-regulation skills.

The study's conceptual framework, depicted in Figure 1, is built upon the foundation of Pintrich and DeGroot's

(1990) theories concerning motivational beliefs and self-regulated learning strategies. In this framework,

motivational beliefs are divided into three categories: (i) self-efficacy, (ii) intrinsic value, and (iii) test anxiety.

in Learning.

The distribution of age groups is reflected on the above table; the minimum age involved is 18 years old. Table

4 displays the tabulation of each age group predominantly the 18-21 years old group with the percentage of

65%. The second group of 22-25 years old comprises 34% respondents while the smallest age group is 26

skills are excellent compared with others in the class.

recorded a mean score of 4.1 for two of the statements given in the survey where respondents agreed that they

like what they are learning in class and think that what they are learning is interesting. Other than that, some

respondents believed that they would be able to use what they learned in this class in other classes (M=4.0).

Lastly, the lowest mean score which is 3.6 indicates that a minority of respondents prefer class work that is

challenging so they can learn new things.

This section presents data to answer research question 3- How does test anxiety influence learning motivation?

Table 9 depicts the mean values for test anxiety through which most respondents expressed significant worry

about tests, as indicated by a mean value of 3.8. However, a minority of respondents reported experiencing the

feelings of unease and upset when taking a test, with a mean calculation of 3.4. Additionally, respondents

recorded a mean value of 3.5 to be so nervous during a test that respondents cannot remember learned facts

and 3.6 suggested to be thinking about how poorly respondents were doing while taking a test. These findings

This section presents data to answer research question 4- How does self-regulation in learning influence

learning motivation?

It has been revealed that when the respondents study for a test, they try to put together the information from

class and from the book besides trying to remember as many facts as they can. The respondents also try to

remember what the teacher said in class when they do homework so that they can answer the questions

listen to what teachers say when teachers are talking. Hence, self-regulation exerts influence on learning

motivation.

This section presents data to answer research question 5: Is there a relationship between motivational

components and self-regulation? In order to assess whether there is a noteworthy connection in the average

scores among metacognitive, effort regulation, cognitive, social, and affective strategies, data has been

analysed using SPSS for correlation. The outcomes of this analysis are then presented individually in Figure 2.

Figure 2 presents the findings, indicating a connection between self-efficacy and self-regulated learning

strategies. The correlation analysis demonstrates a moderately significant association between self-efficacy and