THE INFLUENCE OF SELF-REGULATED STRATEGIES ON COMPONENTS IN MOTIVATIONAL BELIEFS

The growing focus on active learning in Malaysian higher education has attracted attention to the need for self-regulated learning (SRL) strategies, which are closely connected to students' motivating beliefs. Three basic motivating elements—self-efficacy, intrinsic motivation, and test anxiety—are investigated in this paper in relation to SRL strategies. Using a quantitative design, 103 students from different institutions answered a structured questionnaire modified from Pintrich and De Groot (1990). The participants were specifically chosen to reflect different spheres of research and blended learning approaches experienced in. The study gauged SRL practices as well as motivation impressions on a 5-point Likert scale. The correlation analysis reveals a strong positive link between SRL and intrinsic motivation (r =.654**), then self-efficacy.