Exploring Motivational Beliefs and Learning Approaches among Undergraduates Students

Abstract

In order to understand how students grow into independent learners depends on their motivational beliefs a survey has been conducted. The variables items questioned were adopted from the Motivated Strategies for Learning Questionnaire (MSLQ), developed by Paul R. Pintrich and Debra J. De Groot. The survey is broken into three sections which are demographic profile, motivational belief and independent learners. The number of 140 correspondents were given a set of questionnaires and they are from various backgrounds undergraduate students. The objectives are to perceive motivational beliefs and strategy use of independent learning among learners and to identify the relationship between motivational belief and independent learners. The data was analyzed by identifying the mean for self-efficacy, intrinsic value, text anxiety, cognitive strategy as well as self-regulation, to determine the correlation between these two sections of self-regulated strategies and motivational beliefs. The result shows that there is an implication of motivational and selflearning towards effective learning and teaching processes. From the finding, it also believed that student learning style and educators' support lead to the student's motivation in the learning process. This study have practical implications for educators, policymakers, and educational institutions by understanding how students perceive their motivational beliefs and engage in self-regulated learning strategies. This will lead to the development of tailored approaches to enhance academic success and engagement in the Malaysian context. The research has the potential to contribute to the enhancement of academic success among Malaysian students