INVESTIGATING PERCEPTION ON GRIT, MOTIVATION,AND SELF- REGULATED LEARNING AMONG MALAYSIAN UNDERGRADUATES

Abstract

Abstract: Academic success depends on more than just a learner’s cognitive ability. Grit, meaning a consistency of  interest and perseverance, motivational beliefs, which can be affected by self-efficacy, intrinsic value, and  test anxiety, and self-regulated learning strategies can interact and influence the learning process. This  study investigates Malaysian university students’ perception of grit, motivational beliefs, and self-regulated learning strategies using a quantitative survey. 146 randomly selected participants from four  Malaysian public universities responded to the 5-point Likert scale questionnaire containing four parts  with 56 questions in total. The findings suggest that the respondents display moderate consistency of  interest and persistence in their endeavours; respondents occasionally believe in their self-efficacy and own a sense of purpose about their learning, but may suffer from test anxiety; and respondents’ confidence  level in applying different learning strategies vary. Ultimately, the study finds positive correlation between  grit, motivation, and self-regulation, although they influence each other to varying degrees. Thus,  educators must find a way to promote learner’s grit, maintain their motivation, and encourage independent learning.  Keywords: Grit; Learning Strategies; Motivation; Self-Regulation