TITLE :

EXPOLRATION MOTIVATION BELIEF & SELF REGULATED LEARNING

STRATEGY FOR UiTM STUDENTS

Introduction
The impact of students' perceptions on their perspectives, attitudes, and beliefs regarding
learning is substantial, encompassing their self-perceived abilities, the perceived value of
assigned tasks, and the achieved outcomes. Positive motivational beliefs play a crucial role
in enabling students to effectively align their learning goals with appropriate self-regulation
strategies and efficiently allocate their time and effort in order to attain academic success.

Motivation is a crucial factor in self-regulated learning (SRL) as it drives a student's

willingness to participate in and continue with their learning tasks. SRL encompasses the
capacity to establish learning objectives, track progress, and adjust learning strategies to
accomplish those objectives.

MOTIVATIONAL BELIEFS
Motivational beliefs encompass an individual's perceptions, attitudes, and convictions
regarding their own ability, the value of the task, and the anticipated outcomes. In essence,
these beliefs determine why students engage in learning activities and how they approach
them.
A. Self-Efficacy
Self-efficacy beliefs refer to one's confidence in their ability to perform a specific task
successfully. Self-efficacy beliefs play a fundamental role in shaping motivation, behavior,
and achievement outcomes.
People with higher self-efficacy are more likely to take on challenging tasks, and are more
likely to persist when faced with obstacles. They are also more likely to take risks and strive
towards their goals.

“Can I do this task?” : students' beliefs about their ability to perform a task

B. Intrinsic Value
Intrinsic value refers to the perception that an activity or task is inherently rewarding,
enjoyable, or personally meaningful. It means that individuals engage in the activity not
primarily for external rewards or incentives but because they find the activity itself fulfilling
and satisfying.
Intrinsic value encourages individuals to focus on developing skills, developing relationships,
and pursuing meaningful goals. It also encourages individuals to be more creative and
motivated.

Intrinsic value plays a vital role in influencing an individual's attitude and behavior towards
learning tasks.

"Why am I doing this task?" : the importance and interest of the task

C. Test Anxiety
It refers to a feeling of unease or apprehension that individuals experience before, during, or
after an examination or assessment.
Test anxiety is a common problem for many students. It can lead to lower grades, lower test
scores, and even depression. It is important for students to recognize and manage test
anxiety in order to succeed academically.
Test anxiety can be both a symptom and a consequence of motivational beliefs, and it often
has a negative influence on academic performance.

“How do I feel about this task?” : students' emotional reactions to the task.

Motivational beliefs themselves can influence the degree of test anxiety a student
experiences. For example, students with high self-efficacy and a strong belief in the value of
the test may be more resilient in the face of anxiety, whereas those with lower self-efficacy
and perceived low task value may be more vulnerable to test anxiety.

SELF-REGULATED LEARNING STRATEGIES

D. Cognitive Strategy Use

It refers to the strategies and mental processes that individuals employ to regulate and
enhance their own learning and problem-solving. It is a key component of self-regulated
learning, where students take an active role in planning, monitoring, and adapting their
learning strategies to achieve their academic goals.

E. Self-Regulation Strategy use

It refers to the ability of students to take control of their own learning processes, set goals,
monitor their progress, and adjust their strategies as needed.
Key note “ ABCDE – KONSEP YG DIKAJI

EXTRA NOTA

The motivational belief profoundly influences their choice of self-regulated

learning strategies.
Motivational beliefs profoundly influence the choice of self-regulated learning (SRL)
strategies because these beliefs shape students' perceptions of their own abilities and the
value of the learning tasks. This, in turn, guides how they approach the learning process and
select strategies to achieve their goals. Here's a more detailed explanation of why
motivational beliefs play such a significant role in determining SRL strategies:
1. **Confidence and Self-Efficacy:** Motivational beliefs, particularly self-efficacy, reflect an
individual's confidence in their ability to succeed in a specific task. When students have high
self-efficacy for a particular learning goal, they believe they can effectively engage with the
task and master it. This confidence motivates them to choose SRL strategies that align with
their belief in their own competence. They are more likely to select challenging strategies
because they feel capable of handling them.
2. **Task Value:** Motivational beliefs also include the perceived value of a learning task. If
students find a task or learning goal personally meaningful or important, they are more
motivated to engage with it. This motivation influences their choice of SRL strategies, as
they are more likely to invest time and effort in strategies that align with tasks they value.
Conversely, when students perceive a task as unimportant, they may be less inclined to use
effective SRL strategies.
3. **Goal Setting:** Motivational beliefs influence the types of goals students set for
themselves. When students believe in their ability to achieve a specific learning outcome
(high self-efficacy), they are more likely to set ambitious goals that require strategic planning
and the use of effective SRL strategies. For example, a student with high self-efficacy in
learning Mandarin might set a goal to have a conversation with a native speaker, which
would necessitate the use of various language learning strategies.
4. **Persistence:** Motivational beliefs, including self-efficacy, play a significant role in
students' persistence. Those who believe in their ability to succeed are more likely to
persevere in the face of challenges. This persistence often involves the use of SRL
strategies to overcome obstacles and continue progressing toward their goals.
5. **Adaptation and Self-Regulation:** Motivational beliefs influence students' adaptability in
their learning approach. When students have high self-efficacy, they are more likely to
monitor their progress, identify areas where improvement is needed, and adjust their SRL
strategies accordingly. They have the confidence to modify their strategies as necessary to
optimize their learning.
6. **Intrinsic Motivation:** High self-efficacy and positive task value can foster intrinsic
motivation—the genuine enjoyment of the learning process. When students are intrinsically
motivated, they are more likely to choose SRL strategies that align with their interests and
curiosity. They engage in learning activities not solely for external rewards but because they
find the process itself fulfilling.
In essence, motivational beliefs serve as the lens through which students view their own
abilities and the learning tasks they encounter. These beliefs influence their motivation, goal
setting, persistence, adaptability, and even their emotional experiences during the learning
process. Consequently, students with strong motivational beliefs are more likely to
proactively select and implement effective self-regulated learning strategies that propel them
toward their learning goals.