Exploring the Relationship Between Motivational Beliefs and Self-Regulated Learning

Abstract

With the rise of digital evolution as a new approach to teaching and learning, coupled with the current COVID-19 global pandemic where students are granted enormous autonomy throughout their learning process, the need for students to develop self-regulated learning (SRL) skills is even more urgent. Moreover, extensive studies found that the current global pandemic has impacted students’ motivation for learning, particularly when information technology infrastructure and facilities are lacking and social support from lecturers and peers is limited. This study was carried out to explore the relationship between students’ motivational beliefs and self-regulated learning. The study adopted a quantitative study involving 142 students. An analysis of the survey adapted from Pintrich and De Groot (1990) reveals that there is a highly positive and significant association between motivational beliefs and self-regulated learning. The study acknowledges collaborative learning as a recent intervention in improving students’ learning experiences. As such, it is recommended that future research can explore how collaborative learning excites students’ SRL skills and strategies, particularly in the post-pandemic period.