Aspects of motivation and student self–related beliefs on self-regulated learning
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Date
2018
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UMT.Lahore
Abstract
A relationship between learners’ motivation, self-related beliefs and self-regulated learning have been discussed where self-regulated learning is perceived as an adaptive process. Learners adapt different learning strategies to attain their desired goals in education. The relationship is presented through a general framework. The framework showed that self-regulated behaviours of the learners can be strengthen by the positive self-efficacy, interest in the subjects, instrumental motivation, effort and persistence, self-concept and self-report of the learners. Self-regulated learners are effective learners who can regulate their cognition and control their learning. Relationship is examined in a correlational study. Learners’ self-regulated learning strategies elaboration, memorisation and control are measured through the self-report of 15-year old learners. 650 learners of the private secondary schools of Lahore are the sample of this study. The tool for data collection was adapted from the research of OECD and Programme for International Student Assessment (PISA).
The research offered policy-makers a fine-grained analysis of particular learning characteristics. The results of the study demonstrated some areas on which education systems can focus efforts to help students become more effective learners.
KEY WORDS: Aspects of motivation, self-related beliefs, learning strategies elaboration, memorisation and control, effective learner