Abstract
This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills.
 
 Keywords: Self-regulation, learning motivation, learning beliefs, academic achievement, learning.
Highlights
Self-regulated learning is a cognitive motivational approach to learning
Given the importance of actively engaging students in learning, the current study extends previous studies by examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics
The present study addressed the following research question: What are the relationships between ninth grade students' self-regulated learning, learning motivation and academic achievement in mathematics?
Summary
Self-regulated learning is a cognitive motivational approach to learning. It encompasses a holistic view of student acquisition of skills, knowledge and motivation (Paris & Paris, 2001). Many studies have highlighted the relationships of self-regulated learning with learning motivation and academic achievement across different grade levels and different subject areas (Duncan & McKeachie, 2005; Ergoz, 2008; Garavalia & Gredler, 2002; Glaser & Brunstein, 2007; Kitsansas, Sten & Huie, 2009; Ruban & Reis, 2006; Zimmerman, Bandura & Martinez-Pons, 1992). Given the importance of actively engaging students in learning, the current study extends previous studies by examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics
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