Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at 1) investigating the differences in selfregulated learning and motivation between the Islamic studies and non-Islamic studies stream students; 2) e...
| Main Authors: | , , , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2014
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/11090/1/MTAR_Conference_Full_paper_proceeding.pdf |
| _version_ | 1796946177973813248 |
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| author | Mohamad Azrien, M.A. Shukeri, M. Sharifah, B. Arifin, M. |
| author_facet | Mohamad Azrien, M.A. Shukeri, M. Sharifah, B. Arifin, M. |
| author_sort | Mohamad Azrien, M.A. |
| collection | UM |
| description | Self-regulated learning and motivation is important aspects of students’ learning and academic
performance in a classroom context. This study aims at 1) investigating the differences in selfregulated
learning and motivation between the Islamic studies and non-Islamic studies stream
students; 2) examining relationships between self-regulated learning, motivation and academic
performance. Eight hundred and twenty five universities students were involved in this study.
A self-report measure of students metacognitive self-regulation, help seeking, organization,
effort regulation, self-efficacy, intrinsic and extrinsic goal orientation, task value and test
anxiety was administered, and academic performance data were obtained from students’
cumulative grade point average (CGPA). The study uses a questionnaire as the informationgathering
instrument. The questionnaire was based on the Motivated Strategies for Learning
Questionnaire (MSLQ). T-test results indicated that students from Islamic studies background
prefer using more strategies to score extrinsic goal orientation than non-Islamic studies
students, and conversely, non-Islamic studies students practice metacognitive self-regulation
strategies and organization strategies more than Islamic studies students did. Correlation
analysis revealed that self-efficacy, intrinsic and extrinsic goal orientation, task value and test
anxiety were positively related to metacognitive self-regulation, help seeking and organization.
Regression analyses showed that test anxiety and intrinsic goal orientation appeared as the best
predictors of academic performance. |
| first_indexed | 2024-03-06T05:27:44Z |
| format | Conference or Workshop Item |
| id | um.eprints-11090 |
| institution | Universiti Malaya |
| language | English |
| last_indexed | 2024-03-06T05:27:44Z |
| publishDate | 2014 |
| record_format | dspace |
| spelling | um.eprints-110902014-10-13T02:12:58Z http://eprints.um.edu.my/11090/ Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students Mohamad Azrien, M.A. Shukeri, M. Sharifah, B. Arifin, M. Islam L Education (General) Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at 1) investigating the differences in selfregulated learning and motivation between the Islamic studies and non-Islamic studies stream students; 2) examining relationships between self-regulated learning, motivation and academic performance. Eight hundred and twenty five universities students were involved in this study. A self-report measure of students metacognitive self-regulation, help seeking, organization, effort regulation, self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety was administered, and academic performance data were obtained from students’ cumulative grade point average (CGPA). The study uses a questionnaire as the informationgathering instrument. The questionnaire was based on the Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that students from Islamic studies background prefer using more strategies to score extrinsic goal orientation than non-Islamic studies students, and conversely, non-Islamic studies students practice metacognitive self-regulation strategies and organization strategies more than Islamic studies students did. Correlation analysis revealed that self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety were positively related to metacognitive self-regulation, help seeking and organization. Regression analyses showed that test anxiety and intrinsic goal orientation appeared as the best predictors of academic performance. 2014 Conference or Workshop Item PeerReviewed application/pdf en http://eprints.um.edu.my/11090/1/MTAR_Conference_Full_paper_proceeding.pdf Mohamad Azrien, M.A. and Shukeri, M. and Sharifah, B. and Arifin, M. (2014) Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students. In: International Conference on Multidisciplinary Trends in Academic Research, September 29- 30, 2014., Bangkok, Thailand. |
| spellingShingle | Islam L Education (General) Mohamad Azrien, M.A. Shukeri, M. Sharifah, B. Arifin, M. Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students |
| title | Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students |
| title_full | Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students |
| title_fullStr | Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students |
| title_full_unstemmed | Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students |
| title_short | Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students |
| title_sort | self regulated learning and motivation of islamic studies and non islamic studies stream students |
| topic | Islam L Education (General) |
| url | http://eprints.um.edu.my/11090/1/MTAR_Conference_Full_paper_proceeding.pdf |
| work_keys_str_mv | AT mohamadazrienma selfregulatedlearningandmotivationofislamicstudiesandnonislamicstudiesstreamstudents AT shukerim selfregulatedlearningandmotivationofislamicstudiesandnonislamicstudiesstreamstudents AT sharifahb selfregulatedlearningandmotivationofislamicstudiesandnonislamicstudiesstreamstudents AT arifinm selfregulatedlearningandmotivationofislamicstudiesandnonislamicstudiesstreamstudents |