Motivation and self-regulation play crucial roles in learners' academic achievement. It is imperative for learners to possess a comprehensive understanding of their learning needs and goals, which encompass their motivation. Self-regulated learning serves as a catalyst for learners' cognitive processes, behaviors, and motivation, empowering them to take control of their learning journey. Consequently, this study aims to explore learners' perceptions of their motivation and utilization of self-regulated strategies. The quantitative survey used in this study is adapted from Pintrich & De Groot (1990) and comprises three sections: Demographic Profiles, Motivational Beliefs, and Self-Regulated Learning Strategies. A total of 44 items were employed in the survey. The participants, consisting of 151 individuals from the UiTM Centre of Foundation Studies, were purposely selected and responded to the survey. The findings reveal a positive relationship between the use of cognitive strategies for self-regulation and intrinsic value, while a moderate positive relationship exists between the use of cognitive strategies for self-efficacy and test anxiety. These findings have significant implications for both educators and learners, emphasizing the importance of motivation and self-regulation in fostering effective learning practices.
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