NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1134515
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1675-8110
Interaction Effects of Gender and Motivational Beliefs on Self-Regulated Learning: A Study at ICT- Integrated Schools
Abdullah, Melissa Ng Lee Yen
Malaysian Journal of Learning and Instruction, v13 n1 p25-41 2016
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 ICT-integrated 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 positively related to students' self-regulated learning. Anxiety, however, was found to be negatively related to self-regulated 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 self-regulated learning differed according to gender. However, there were no significant interaction effects between gender and internal control beliefs on self-regulated learning. This implies that gender differences in self-regulated learning were not due to the differences in control beliefs and anxiety. Significance: This study offers insights on the interaction effects between motivational beliefs, and gender and self-regulated learning. It may help to develop effective instructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments.
Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: http://mjli.uum.edu.my/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire