学校と認知心理学の国際ジャーナル
オープンアクセス

概要

Assessing the Relationship between Motivational Beliefs, Self-Regulated Learning Strategies, and Academic Performance of Freshmen Students

Usmael Abdala*, Yirgalem Alemu

Although learning in higher education is more successful with effective self-regulation skills, freshman students experience serious challenges and doubts about the fit between their readiness and the newfound responsibilities of the program. The purpose of this study was to assess the relationship between motivational beliefs, Self-Regulated Learning (SRL) strategies, and academic performance of freshman students. Data were collected from a convenience sample of 97 (64 male and 33 female) freshman students using the Motivated Strategies for Learning Questionnaire (MSLQ) and were analyzed using hierarchical multiple regression and structural equation modeling. The result revealed that cognitive and metacognitive learning strategies explained about 12.8% of the variance in psychology course achievement, while 23.4% accounted for students’ motivational beliefs. Cognitive and metacognitive learning strategies were found to have no significant mediating effect between motivational beliefs and academic achievement. Self-efficacy belief contributed the highest beta weight followed by task value belief. It was concluded that students who value their education and have confidence in their abilities are more likely to demonstrate a higher level of academic performance. Therefore, it is suggested that providing freshman students with self-efficacy training will have a significant positive impact on their academic success.