The current trend of education has exposed learners to various ways of acquiring knowledge. Learners are not limited to ‘chalk and talk’ but they are encouraged to explore different methods of learning on their own. To be able to be independent in their learning, the role of motivation is crucial to make them successful learners. Hence, this study is conducted to analyse the relationship between motivation and self-regulated learning (SRL) among undergraduates in a Malaysian public university. The study used a quantitative approach to explore whether the 3 motivational variables namely self-efficacy, intrinsic motivation, and test anxiety influence students’ self-regulated learning. The instrument of this quantitative study is adapted from Pintrich & De Groot (1990). The survey consists of three sections namely, Demographic Profiles, Motivational Beliefs and Self-Regulated Learning Strategies. Demographic Profiles consist of 3 items while Motivational Beliefs and Self- Regulated Learning Strategies have 22 items respectively. A total of 44 items on motivational beliefs and self-regulated learning strategies are used for this study with a 5 Likert Scale ranging from Never (1) to Always (5). A convenient sampling was used whereby 102 undergraduate students from the Faculty of Business and Management had been chosen to complete the survey. The survey was administered online using Google Form. Correlation analysis shows that there is a high significant association between motivational beliefs and self-regulated learning strategies (r=.669**) and (p=.000). Generally, the findings revealed that there is a strong positive relationship between motivational beliefs and self-regulated learning strategies. The study suggests a thought-provoking implication for educators to encourage and facilitate learners to be autonomous in their learning process.
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