Examination of Self-Motivational and Self-Regulated Learning on Academic Performance

Authors

  • Ms. B. Neeraja, S. Vignesh, Ms. D. Lakshmi

Abstract

Self-motivation, cognition, behavior are most important factors of students’ academic learning and performances. Self-motivation can be obtained in many ways. Students having self-regulated learning capability can conceptualize problems easily and also solve difficult task without any distractors at fast pace. The present study has certain objectives to investigate effect of student’s attribute, gender, educational qualification, source of self-motivation, reason for self-learning on academic performance. The study also ascertains effect of student’s attributes, gender, educational qualification, source of self-motivation, reason for self-learning on , self-regulated learning strategies and self-motivational beliefs. The study critically examines influence of self-regulated learning strategies, self-motivational beliefs, on performance of students on academics. Descriptive type of research design is adopted in this study. The study formulated structured standardized questionnaire to collect primary data. Data is collected from 128 students. Convenience sampling is used to collect data. Demographic profile is analyzed using frequency and percentage analysis. And the data collected is analyzed using Independent sample T test, anova and regression. The study is set out to analyses how students’ demographic attributes affect their self-motivational beliefs, self-regulated learning strategies and academic performance. It is found that gender has not influenced these variables. Using regression analysis, by understanding the significant values, it is found that both self-motivational beliefs, self-regulated learning strategies are the predictors of academic performance which has significant p value of less than 0.05. So academic performance can be improved if students have self-motivation and self-regulated learning.

Published

2020-02-29

Issue

Section

Articles