Undergraduate students’ motivation and self-regulated learning in learning statistics: female vs male

Abstract

This research aim is to find out the male and female undergraduate student’s motivation and self-regulated learning. The instrument used is the standardized instrument named MSLQ (Motivated Strategies for Learning Questionnaire) from Pintrich and DeGroot. The factors of motivation and self-regulated learning are: Self Efficacy, Intrinsic Factor, Test Anxiety, Cognitive Strategy Use, and Self Regulation. The respondents are 188 undergraduate students from statistics classes, in Universitas Advent Indonesia. The method used in this research is quantitative method with descriptive analysis and the difference between mean analysis. The result shows that averagely the female and male students in Universitas Advent Indonesia have high category in self-efficacy, Intrinsic Value, Cognitive Strategy Use, Self-regulation, and moderate category of Test Anxiety. Overall, the female and male motivation and self-regulated learning are high. Further, it is found that the difference between female and male undergraduate students’ test anxiety is statistically significant, but the other factors: self-efficacy, intrinsic value, cognitive strategy use, and self-regulation, the difference is not statistically significant. As a whole, the difference between female and male undergraduate students’ motivation and self-regulated learning is not statistically significant.