Motivation And Self-Regulated Learning

Self-regulated learning is a multidimensional construct that emphasizes the active role of the learner (Nilson, 2013). Similarly, self-regulated learning can be described as a process of taking control of one’s own learning. Students who practise self-regulated learning personally activate and sustain behaviours that led them towards set goals. Turingan and Yang (2009) claimed that use of self-regulated learning strategies is an important aspect of students’ learning and academic performance.

According to Schunk and Zimmerman (2011) self-regulated learners are driven by a motivation to learn. Furthermore, Brophy (2013) suggested that the development of self-regulated learning can be encouraged by using teaching strategies that strengthen intrinsic

Pintrich and DeGroot (1990) investigated the effect of motivation orientation and self-regulated learning on academic ability. One hundred and seventy three seventh grade students from a school in Michigan were recruited. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure use of learning strategies, intrinsic value and self-regulation. Additionally, previous classroom assignments indicated academic performance. A positive relationship between intrinsic motivation and self-regulated learning was recorded. Furthermore, academic performance was reported to be directly influenced by intrinsic motivation. Although Pintrich and DeGroot (1990) examined the link between motivational orientation and use of self-regulated learning strategies, the results may not be inferred to different populations. As the average age of participants was twelve years and six months, the findings cannot be generalised to college students due to the potential influence of age on the variables

Three hundred and ten students of psychology, sociology, education, or speech communication, in an international or domestic community college in New York participated. Results stated that motivation did not directly affect academic ability, for both international and domestic students. However, self-regulated learning influenced academic achievement for international students. Gender differences were also reported and showed that motivation levels and use of self-regulated learning was higher in females. Limitations of the study by Liao, Ferdenzi and Edlin (2012) include females accounting for two thirds of participants, the sample being comprised of 85% domestic students and failure to control individual differences based on college course.

Several studies have investigated the effect of motivation and self-regulated learning on academic performance (Pintrich and DeGroot, 1990; Ongowo and Hungi, 2014; Liao, Ferdenzi, and Edlin, 2012). However, few studies have examined motivation and self-regulation using problem solving skills as an indicator of academic