Motivational Determinants of Self-Regulated Learning at The University Level in Punjab, Pakistan

Abstract

Self-regulation is regarded as important due to its positive impact on educational and behavioural results. Therefore, this study was conducted to explore motivational determinants of self-regulated learning for postgraduate students. This study was conducted at the University of Agriculture Faisalabad. A total of 202 randomly selected students were interviewed using the structured questionnaire, and collected data were analysed using Statistical Package for Social Sciences (SPSS). Results indicated that the determinants of internal motivation vary in their influence on students' motivation levels. The highest-ranked determinants were related to the student's belief in their capabilities, the perception of self-regulated learning as valuable, and the positive impact on self-esteem. Students perceived various positive outcomes and benefits associated with self-regulated learning. They believe it enhances their understanding, improves their grades, provides satisfaction, broadens knowledge, and motivates further learning. Students also value the ability to demonstrate their abilities to others and the opportunity to learn from mistakes. This implies that self-regulated learning seems to have a positive impact on students’ development, thus, continuous motivation is deemed important to increase the outcomes.