This study investigated strategies to improve students’ use of self-regulated learning (SRL) strategies in their learning activities. SRL is defined as a learner's deliberate efforts to control and steer complicated learning processes, and it is made up of three basic components: cognitive strategy utilisation, metacognitive processing, and motivating beliefs. These three components are articulated in terms of note-taking strategies (cognitive component), self-monitoring prompts (metacognitive component), and feedback on self-efficacy (motivation component). The study focused on a quantitative survey where a set of questionnaires was distributed to 237 students who were selected from the Faculty of Administrative Science and Policy Studies. The findings show that there is a relationship between motivational beliefs and self- regulated learning.
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http://www.jstor.org/stable/20157487.
