Self-regulated learning and motivation are closely intertwined as learners who possess strong self-regulated learning skills are more likely to be motivated to learn and attain greater academic achievement. Being able to take control of their learning, learners are capable of enhancing their self-efficacy and belief in their ability to succeed. Conversely, motivation is crucial for self-regulated learning to occur as proclaimed by many past studies. However, in regulating oneself as a directive learner, learners are to employ different learning strategies that require knowledge and exposure to the matter. Hence, this quantitative study was conducted to explore perception of learners on their motives and use of self-regulated strategies. A survey questionnaire rooted from Pintrich and De Groot (1990) consisted of four sections and 48 items were distributed to 121 undergraduate students from UiTM Centre of Foundation Studies. The finding revealed that there is a significant association between self-regulated learning and learners’ motives as self-efficacy and intrinsic value were positively related to cognitive strategy use and self-regulation strategies. With these findings, this study offers insights that can help educators and learners to approach learning processes systematically and increase the pedagogical training in addressing skills of self-regulated learning strategies for the learners to accommodate their differences and learning orientation for a life-long learning.
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