Is There Relationship Between Motivational Components with Cognitive Strategy and Self-Regulation?

This study investigates the relationship between motivational components and the use of cognitive strategies and self-regulation among 117 participants, predominantly young, male students in Science & Technology disciplines. Utilizing a quantitative approach with a 5-point Likert-scale survey adapted from Pintrich and De Groot (1990), the research explores learners’ perceptions of self-efficacy, intrinsic value, test anxiety, cognitive strategy use, and self-regulation. Findings reveal strong positive correlations between motivational components and both cognitive strategy use (r = .707, p = .000) and self-regulation (r = .583, p = .000), indicating that higher motivation enhances strategic learning behaviours. Moderate test anxiety and variability in self-regulation suggest areas for improvement. The results align with Zimmerman’s (2008) Self-Regulated Learning Theory, reinforcing the role of motivation in driving cognitive and regulatory processes. Pedagogical implications include fostering self-efficacy and addressing anxiety, while future research should explore longitudinal effects and diverse populations.