Is There a Relationship between Self-regulation with Motivational Beliefs and Cognitive Strategy use among Undergraduates?

Abstract

Self-regulation, motivational beliefs, and cognitive strategy use are closely related. These three factors can impact learners' ability to learn and succeed in an academic setting. Promoting self-regulation helps learners to develop positive motivational beliefs and effective cognitive strategies. It also encourages learners to be independent in decision-making. In addition, this study investigates how students' use of cognitive strategies affects their learning. The purpose of this quantitative study is to investigate undergraduate self-regulation strategies and motivational beliefs. The survey was completed by a random sample of 108 people. The instrument utilized is a study and is imitated from Pintrich and De Groot (1990). It has four parts. Items on the demographic profile are in Section A. There are 22 items on motivational beliefs in Section B. Section C has 13 questions about strategies for self-regulation, and Section D has 9 questions about how self-regulation is perceived. The findings show that there is also a strong positive relationship between self-regulation and cognitive strategy use and there is also a moderate positive relationship between self-regulation and motivational beliefs.