Exploring Motivational Beliefs and Self-Regulated Learning Strategies in Learning among Undergraduates

Abstract

The massive unplanned transition from traditional learning to an exclusively online learning setup, and then back to face-to-face classrooms resulted in students’ learning strategies and motivations. Within this context, the present study aimed to explore perception of learners who have had the experience of this transition, on their learning strategies. This is specifically to identify how the learners’ m otivational beliefs and self-regulated learning strategies influence their learning process. This quantitative study is derived from a conceptual framework from Pintrich & DeGroot (1990), in which it is believed that learners who employ self-regulated strategies are known to practise some factors of motivational beliefs. The sample of this study consists of 51 Part 2 and Part 3 ESL undergraduates in a public university. The data was attained from an online survey questionnaire consisting of 4 sections, mainly on motivational beliefs and self-regulated beliefs. The instrument used is a 5-point Likert-scale survey, rooted from Pintrich & DeGroot (1990) to obtain the variables. From the findings, it can be concluded that the learning strategies from students of the post-Covid-19 pandemic are highly influenced by motivational beliefs and self-regulated learning strategies among diploma students. This can be seen by the high mean scores from the suggested Pintrich & DeGroot (1990) framework, which includes motivational factors such as (i) self-efficacy, (ii)intrinsic value and (iii) test anxiety. These factors indirectly influence their self-regulated learning strategies in terms of (i) cognitive strategy use, and (ii) self-regulation. From these findings, interve ntions to improve students’ academic performance should focus not only on boosting their motivation but also on enhancing their self-regulated learning strategies.