Article2010

Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students' performance

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Education, Achievement, and Giftedness Innovative Teaching and Learning Methods Educational Strategies and Epistemologies

Abstract

This study examined the predictive association between meta-cognitive self- regulated learning, motivational beliefs and United Arab Emirates (UAE) college students' academic performance. The research participants included 404 college students enrolled in a variety of general education courses at Al Ain University of Science and Technology in the UAE. Data were collected via seven subscales of the Motivational Strategies for Learning Questionnaire (MSLQ) and was subjected to the following analysis: exploratory factor analysis of the 43 items of the MSLQ, multiple analyses of variance (MANOVA), and regression analysis. Analysis of the data revealed that four of the independent variables (intrinsic goal orientation, self-efficacy, test anxiety, and meta-cognitive self-regulated learning) were found to be significant predictors of college students' performance. Implications for instruction and college counseling are discussed.

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1985Social Foundations of Thought and Action : A Social Cognitive Theory 1990Motivational and self-regulated learning components of classroom academic performance.2002Becoming a Self-Regulated Learner: An Overview 1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).2003A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.1999The role of motivation in promoting and sustaining self-regulated learning 1990Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.1977Motivation in Education

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