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Purpose-This study aimed to examine the interaction effects of gender and motivational beliefs on students' self-regulated learning. Specifically, three types of motivational beliefs under the Expectancy-Value Model were examined, namely self-efficacy, control beliefs and anxiety. Methodology-A quantitative correlational research design was used to achieve the research objectives. Data were collected through the questionnaire survey method from 322 secondary school students (166 males; 156 females). The samples were taken from two ICTintegrated schools located in Peninsular Malaysia. The learning environment in these schools was conducive for self-regulated learning. The Learning Strategies Scale and the Motivation Scale, taken from the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure the variables of the study. Findings-The findings showed that self-efficacy and control beliefs were posistively related to students'self-regulated learning. Anxiety, however, was found to be negatively related to selfregulated learning. The interactions between gender and levels of motivational beliefs on self-regulated learning were also explored in this study. The relationships between self-efficacy and selfregulated learning differed according to gender. However, there were no significant interaction effects between gender and internal Significance-This study offers insights on the interaction effects between motivational beliefs, and gender and self-regulated learning. It may helps to develop effective intructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments.

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Multicultural education is crucial in promoting cross-cultural understanding, recognition, and celebration of diversity in Malaysia-one of the most culturally diverse countries in the world. Preschool teachers play central roles in laying the foundation for cultural acceptance and positive racial interaction during early childhood. This study aims to explore Malaysian preschool teachers' training and attitudes towards multicultural education. A quantitative questionnaire survey approach was used to gather the required data. The participants consisted of 1,067 preschool teachers from 267 private and government preschools providers in the country. Two validated instruments were employed to measure the variables in this study. The trainings received by the preschool teachers were measured by the Teachers' Training Multicultural Education Scale (TTMES) while their attitudes towards multicultural education were gauged by the Multicultural Teaching Scale (MTS). Findings showed that preschool teachers were positive about the trainings that they received in relation to multicultural education. However, the extent to which they actually understood the concept of multiculturalism was doubtful in view that two thirds of the teachers demonstrated misconception about the fundamental principles of multicultural education when their attitudes towards multicultural education were examined. Significant differences were found in teachers' training and attitudes according to the categories of preschools; teachers from mono-cultural preschools displayed the least positive attitudes towards multicultural education. Implications of the study were discussed in the paper.