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 investigating the differences in self-regulated learning and motivation between the Islamic and non-Islamic stream students; and examining relationshi...

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Main Authors:	Mohamed Adnan, Mohamad Azrien, Mohamad, Shukeri, Buniamin, Sharifah, Mamat , Arifin
Format:	Article
Language:	English
Published:	Georgian Technical University 2014
Subjects:	L Education (General) LB1050.9 Educational psychology
Online Access:	http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/1/drarifin_selfregulatedlearning.pdf

id	iium-41538
recordtype	eprints
spelling	iium-415382015-02-16T01:45:45Z http://irep.iium.edu.my/41538/ Self-regulated learning and motivation of Islamic studies and non-Islamic studies stream students Mohamed Adnan, Mohamad Azrien Mohamad, Shukeri Buniamin, Sharifah Mamat , Arifin L Education (General) LB1050.9 Educational psychology Self-regulated learning and motivation is important aspects of students’ learning and academic performance in a classroom context. This study aims at investigating the differences in self-regulated learning and motivation between the Islamic and non-Islamic stream students; and 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 information-gathering 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. Georgian Technical University 2014 Article PeerReviewed application/pdf en http://irep.iium.edu.my/41538/1/drarifin_selfregulatedlearning.pdf Mohamed Adnan, Mohamad Azrien and Mohamad, Shukeri and Buniamin, Sharifah and Mamat , Arifin (2014) Self-regulated learning and motivation of Islamic studies and non-Islamic studies stream students. GESJ: Education Science and Psychology, 6 (32). pp. 3-17. ISSN 1512-1801 http://gesj.internet-academy.org.ge/edu/
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	L Education (General) LB1050.9 Educational psychology
spellingShingle	L Education (General) LB1050.9 Educational psychology Mohamed Adnan, Mohamad Azrien Mohamad, Shukeri Buniamin, Sharifah Mamat , Arifin 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 investigating the differences in self-regulated learning and motivation between the Islamic and non-Islamic stream students; and 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 information-gathering 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	Article
author	Mohamed Adnan, Mohamad Azrien Mohamad, Shukeri Buniamin, Sharifah Mamat , Arifin
author_facet	Mohamed Adnan, Mohamad Azrien Mohamad, Shukeri Buniamin, Sharifah Mamat , Arifin
author_sort	Mohamed Adnan, Mohamad Azrien
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
publisher	Georgian Technical University
publishDate	2014
url	http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/1/drarifin_selfregulatedlearning.pdf
first_indexed	2023-09-18T20:59:28Z
last_indexed	2023-09-18T20:59:28Z
_version_	1777410526393925632

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

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