Abstract
The study firstly examines the differences on the use of self-regulated learning strategies between Malaysian and international students at the Monash University Foundation Year (MUFY). The Learning and Study Strategies Inventory (LASSI) is used to measure self-regulated learning strategies of 65 MUFY students who registered for Fundamental Mathematics A. Secondly, to identify which LASSI subscales are the best predictors of the performance of Malaysian and international students in Fundamental Mathematics A. The results show that international students have a significantly higher anxiety level than Malaysian students, and the remaining nine subscales of the LASSI are the same for the two groups. For Malaysian students, the test-strategies subscale is the only best predictor for the final score of Fundamental Mathematics A. The self-testing subscale is the only best predictor of the performance of international students in this mathematical subject.
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