Abstract
Self-regulated learning (SRL) refers to one’s ability to take control of his emotions, cognitions, behaviour, and environment during a learning experience. With rapid evolution and challenges in teaching and learning, students now need to acquire self-regulated learning skills even more. Moreover, many studies have also revealed that the worldwide pandemic has affected students' motivation to learn, especially in situations where there is a shortage of information technology facilities and a lack of social support from classmates and lecturers. This issue continues to present in the context of post Covid-19 period as hybrid learning is implemented at university. Therefore, this study aims to explore learners’ perception on their motivational beliefs and use of self-regulated learning strategies. A quantitative survey using questionnaires was done to explore this relationship. The sample of this study was 160 undergraduates of Universiti Teknologi MARA, Kelantan Branch. The questionnaire which has four sections used a 5 Likert-scale survey and is adapted from Pintirch and DeGroot (1990). This study discovered that there is a high significant association between motivational beliefs and self-regulated learning strategies. This study gives insights to educators to incorporate SRL theory into their classroom teaching practice. It also encourages educators to assist their students to develop SRL and be self-regulated learners as the sooner they apply the skill, the more successful and fulfilling their learning experience will be.
Published Version
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