In the current trends of education, the learning process is not confined to only traditional methods of acquiring knowledge. Students can now gain knowledge and information at their fingertips using various types of resources available. For students to be able to be independent of their own learning, the role of motivation is an essential element to make this a success. Hence, this study is conducted to explore the motivating factors for learning among undergraduates. The instrument for this quantitative study is adapted from (Zimmerman, 2000; Pintrich and De Groot, 1990). The survey consists of four sections, which are Demographic Profiles, Forethought, Performance and Self-Reflections. A total of 43 items are used for this study with a 5-Likert scale rating ranging from 1 (Never) to 5 (Always). 122 undergraduate students at a public university in Malaysia completed the survey which was administered online through a Google Form. Generally, the findings revealed that forethought, performance and self-reflection influenced learners’ motivation to self-regulate. A positive correlation was also observed among the three variables in SRL. The findings imply interesting implications for educators to facilitate learners in the teaching and learning process, as well as for learners themselves to be in control of their own learning.
Abu Bakar, N., Muhammad, A. S., & Abu Bakar, R. (2017). Correlation of Self-Regulated Learning and Academic Achievement among Universiti Sultan Zainal Abidin (UniSZA) Undergraduate Students. International Journal of Academic Research in Business and Social Sciences 2017, Vol. 7, No. 4, 254-267. http://dx.doi.org/10.6007/IJARBSS/v7-i4/2804
Adesola, S. A., & Li, Y. (2018). The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation. International Journal of Information and Education Technology, Vol. 8, No. 10, 759-763. doi: 10.18178/ijiet.2018.8.10.1135
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Brown, H. D. (2003). Teaching by Principles: An Interactive Approach to Language Pedagogy. Longman.
Choi, Y., Zhang, D., Lin, C. H., & Zhang, Y. (2018). Self-Regulated Learning of Vocabulary in English as a Foreign Language. Asian EFL Journal. Retrieved April 18, 2023, from https://www.asian-efl-journal.com/quarterly-journal/.
Crede, M., and Phillips, L. A. (2011). A meta-analytic review of the motivated strategies for learning questionnaire. Learn. Individ. Differ. 21, 337–346. doi: 10.1016/j.lindif.2011.03.002
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer eBooks. https://doi.org/10.1007/978-1-4899-2271-7
Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A., and Mat, R. C. (2017). A review of the motivation theories in learning. AIP Conf. Proc. 1891:020043. doi: 10.1063/1.5005376
Haerazi, H., & Irawan, L. Y. (2020). The Effectiveness of ECOLA Technique to Improve Reading Comprehension in Relation to Motivation and Self-Efficacy. International Journal of Emerging Technologies in Learning (Ijet), 15(01), 61. https://doi.org/10.3991/ijet.v15i01.11495
Jackson, S. L. (2015). Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA: Cengage Learning.
Jonassen, D. H., & Hung, W. (2008). All Problems are Not Equal: Implications for Problem-Based Learning. Interdisciplinary Journal of Problem-based Learning, 2(2). https://doi.org/10.7771/1541-5015.1080
Joo, Y. J., Oh, E., and Kim, S. M. (2015). Motivation, instructional design, flow, and academic achievement at a Korean online university: a structural equation modeling study. J. Comput. High. Educ. 27, 28–46. doi: 10.1007/s12528-015- 9090-9
Kaplan, A., and Maehr, M. L. (1999). Achievement goals and student well-being. Contemp. Educ. Psychol. 24, 330–358. doi: 10.1006/ceps.1999.0993
Kesuma, A. T., Retnawati, H., & Putranta, H. (2021). Analysis of Self-Regulated Learning Skills in Senior High School Students: A Phenomenological Study. TEM Journal, Volume 10, Issue 3, 1285-1293. https://doi.org/10.18421/TEM103-35
Knowles, M. S. (1975). Self-directed Learning: A Guide for Learners and Teachers. Cambridge Adult Education.
Leong, K. E., Tan, P. P., Lau, P. L., & Yong, S. L. (2018). Exploring the relationship between motivation and science achievement of secondary students. Pertanika Journal of Social Sciences and Humanities, 26(4), 2243–2258.
http://www.pertanika.upm.edu.my/pjssh/browse/regular-issue?article=JSSH-2367-2017
Li, Y., Guo, F., Yao, M., Wang, C., and Yan, W. (2016). The role of subjective task value in service-learning engagement among Chinese college students. Front. Psychol. 7:954. doi: 10.3389/fpsyg.2016.00954
Liem, G. A. D., and Chua, B. L. (2013). An expectancy-value perspective of civic education motivation, learning and desirable outcomes. Educ. Psychol. 33, 283–313. doi: 10.1080/01443410.2013.776934
Mazuin, M.H., Narehan, H., Athirah, N. S., Aida, S. O., Sharrifah, A., Rozilah, A. A., Afiza, A. M., & Fazalina, N. S. (2020). Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement. Asian Journal of University Education, 16(2), 93- 103. https://doi.org/10.24191/ajue.v16i2.10301
Mustopa, N. M., Mustofa, R. F., & Diella, D. (2020). The relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(3), 355-360. doi:
https://doi.org/10.22219/jpbi.v6i3.12726
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422.
https://doi.org/10.3389/fpsyg.2017.00422
Paris, S. G., and Okab, E. R. (1986). Children’s reading strategies, metacognition, and motivation. Dev. Rev. 6, 25–56. doi: 10.1016/0273-2297(86)90002-X
Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation: Theory, Research, and Applications (pp. 451-502). San Diego, CA: Academic Press.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmat, N. H. (2022) Learning Group Writing Online: The Case for Cognitive Constructivism. International Journal of Academic Research in Business & Social Sciences, Vol 12(6), pp 1093-1108. http://dx.doi.org/10.6007/IJARBSS/v12-i6/13879
Ryan, R. M., and Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61:101860. doi: 10.1016/j.cedpsych.2020. 101860
Schnettler, T., Bobe, J., Scheunemann, A., Fries, S., and Grunschel, C. (2020). Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university. Motiv. Emot. 44, 491–507. doi: 10.1007/s11031-020-09822-w
Tajudin, A. B., Maulida, C., & Vransiska, R. D. (2022). Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students. Journal of Educational Management and Instruction, 2(1),1-11.
https://doi.org/10.22515/jemin.v2i1.4965
Wang, C., Hu, J., Zhang, G., Chang, Y., & Xu, Y. (2012). Chinese College Students’ Self Regulated Learning Strategies and Self-Efficacy Beliefs in Learning English as a Foreign Language. ERIC Journal of Research in Education, 22, 103–135.
Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020). Student Learning Motivation: A Conceptual Paper. 487(Ecpe), 275–278. https://doi.org/10.2991/assehr.k.201112.049
Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26(1/2), 27–47. https://doi.org/10.1023/a:1003035929216
Woolfolk, A. (2019). Educational Psychology. 14th Edn. London: Pearson.
Wigfield, A., and Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemp. Educ. Psychol. 25, 68–81. doi: 10.1006/ceps.1999. 1015
Yu, B. (2023). Self-regulated learning: A key factor in the effectiveness of online learning for second language learners. Frontiers in psychology, 13, 1051349. https://doi.org/10.3389/fpsyg.2022.1051349
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2000). Attaining Self-Regulation. Elsevier eBooks, 13–39. https://doi.org/10.1016/b978-012109890-2/50031-7
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
