Motivation and self-regulated learning are two critical aspects of academic success that have received significant attention in the educational psychology literature. Research has shown that students who are motivated and possess self-regulated learning skills tend to achieve better academic outcomes than those who lack these qualities. Online learning was used in educational institutions during the Covid 19 pandemic and this forced learners to be more independent. This quantitative study examines the relationship between motivational beliefs and learning independently among foundation students post Covid-19. A purposive sample of 170 undergraduates responded to the survey which used a 5 Likert-scale survey divided into 4 sections and rooted from Pintrich & De Groot (1990). Data analysis using SPSS found that students have moderately high motivational beliefs and self-regulation abilities. There is also a strong positive relationship between motivational beliefs and independent learning among these participants. This suggests that the learning environment needs to be adjusted to enhance motivation and independence among students.
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