Abstract
This study investigated the relationship between students' motivation and use of self-regulated learning strategies. The subjects were 1381 junior high school students. Data were gathered using a questionnaire containing items on self-regulated learning strategies and motivation beliefs taken from the motivated strategies for learning questionnaire (MLSQ). Results showed that 238 students (most) perceive efforts as controllable, internal and unstable, 192 students (second) consider efforts controllable, internal, and stable. Additionally, it was found that the recognition of usefulness and cost to use self-regulated learning strategies has a direct influence on the use of self-regulated strategies, while the perception of efforts, self-efficacy and intrinsic value have indirect influences on the use of self-regulated learning strategies.
