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Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students

Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at 1) investigating the differences in selfregulated learning and motivation between the Islamic studies and non-Islamic studies stream students; 2) e...

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Main Authors: Mohamad Azrien, M.A., Shukeri, M., Sharifah, B., Arifin, M.
Format: Conference or Workshop Item
Language:English
Published: 2014
Subjects:
Islam
L Education (General)
Online Access:http://eprints.um.edu.my/11090/1/MTAR_Conference_Full_paper_proceeding.pdf
http://eprints.um.edu.my/11090/
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spelling my.um.eprints.110902014-10-13T02:12:58Z http://eprints.um.edu.my/11090/ Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students Mohamad Azrien, M.A. Shukeri, M. Sharifah, B. Arifin, M. Islam L Education (General) Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at 1) investigating the differences in selfregulated learning and motivation between the Islamic studies and non-Islamic studies stream students; 2) examining relationships between self-regulated learning, motivation and academic performance. Eight hundred and twenty five universities students were involved in this study. A self-report measure of students metacognitive self-regulation, help seeking, organization, effort regulation, self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety was administered, and academic performance data were obtained from students’ cumulative grade point average (CGPA). The study uses a questionnaire as the informationgathering instrument. The questionnaire was based on the Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that students from Islamic studies background prefer using more strategies to score extrinsic goal orientation than non-Islamic studies students, and conversely, non-Islamic studies students practice metacognitive self-regulation strategies and organization strategies more than Islamic studies students did. Correlation analysis revealed that self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety were positively related to metacognitive self-regulation, help seeking and organization. Regression analyses showed that test anxiety and intrinsic goal orientation appeared as the best predictors of academic performance. 2014 Conference or Workshop Item PeerReviewed application/pdf en http://eprints.um.edu.my/11090/1/MTAR_Conference_Full_paper_proceeding.pdf Mohamad Azrien, M.A. and Shukeri, M. and Sharifah, B. and Arifin, M. (2014) Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students. In: International Conference on Multidisciplinary Trends in Academic Research, September 29- 30, 2014., Bangkok, Thailand.
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
language English
topic Islam
L Education (General)
spellingShingle Islam
L Education (General)
Mohamad Azrien, M.A.
Shukeri, M.
Sharifah, B.
Arifin, M.
Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
description Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at 1) investigating the differences in selfregulated learning and motivation between the Islamic studies and non-Islamic studies stream students; 2) examining relationships between self-regulated learning, motivation and academic performance. Eight hundred and twenty five universities students were involved in this study. A self-report measure of students metacognitive self-regulation, help seeking, organization, effort regulation, self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety was administered, and academic performance data were obtained from students’ cumulative grade point average (CGPA). The study uses a questionnaire as the informationgathering instrument. The questionnaire was based on the Motivated Strategies for Learning Questionnaire (MSLQ). T-test results indicated that students from Islamic studies background prefer using more strategies to score extrinsic goal orientation than non-Islamic studies students, and conversely, non-Islamic studies students practice metacognitive self-regulation strategies and organization strategies more than Islamic studies students did. Correlation analysis revealed that self-efficacy, intrinsic and extrinsic goal orientation, task value and test anxiety were positively related to metacognitive self-regulation, help seeking and organization. Regression analyses showed that test anxiety and intrinsic goal orientation appeared as the best predictors of academic performance.
format Conference or Workshop Item
author Mohamad Azrien, M.A.
Shukeri, M.
Sharifah, B.
Arifin, M.
author_facet Mohamad Azrien, M.A.
Shukeri, M.
Sharifah, B.
Arifin, M.
author_sort Mohamad Azrien, M.A.
title Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
title_short Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
title_full Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
title_fullStr Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
title_full_unstemmed Self regulated learning and motivation of Islamic studies and non-Islamic studies stream students
title_sort self regulated learning and motivation of islamic studies and non-islamic studies stream students
publishDate 2014
url http://eprints.um.edu.my/11090/1/MTAR_Conference_Full_paper_proceeding.pdf
http://eprints.um.edu.my/11090/
_version_ 1643688961659371520
score 13.211869

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