Abstract
This study examined motivational beliefs and self-regulated learning strategies and their association with academic achievement. In addition, the changes in students’ perceptions of motivation and self-regulation over time were taken into account by considering students’ perceptions at weeks 2 and 10 of the 14-week academic semester. The findings of the research found strong associations between the self-regulated learning strategies and motivational beliefs at both the pre- and post stages of measurement. Second, strong associations were found between the post measures of self-efficacy and intrinsic value and grade average formulated at the end of the academic semester. Moreover, students’ self-efficacy and intrinsic value scores had strong associations with grade average when measured prior to the final examination period in week 10. Consequently, there is an intriguing interaction between engagement in self-regulated learning strategies at the beginning and end of the semester in terms of driving the corresponding measures of motivational beliefs and their direct affect on academic achievement. Moreover, learning and educational strategies were considered to ameliorate the problems related to sustaining engagement in self-regulated learning strategies over the semester period which affect motivational beliefs and academic achievement.
