Interaction Effects of Gender and Motivational Beliefs on Self-Regulated Learning: A Study at ICT-Integrated Schools

• Main Author: Abdullah, Melissa Ng Lee Yen
• Format: Article
• Language: English
• Published: Universiti Utara Malaysia Press 2016
• Subjects: L Education (General)
• Online Access: https://repo.uum.edu.my/id/eprint/30651/1/MJLI%2013%2001%202016%2025-41.pdf; https://doi.org/10.32890/mjli2016.13.1.2; https://repo.uum.edu.my/id/eprint/30651/; https://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2016.13.1.2; https://doi.org/10.32890/mjli2016.13.1.2
• Institution: Universiti Utara Malaysia

Purpose - This study aimed to examine the interaction effects of gender and motivational beliefs on students self-regulated learning. Specifically, three types of motivational beliefs under the Expectancy-Value Model were examined, namely self-efficacy, control beliefs and anxiety. Methodology - A quantitative correlational research design was used to achieve the research objectives. Data were collected through the questionnaire survey method from 322 secondary school students (166 males; 156 females). The samples were taken from two ICT-integrated schools located in Peninsular Malaysia. The learning environment in these schools was conducive for self-regulated learning. The Learning Strategies Scale and the Motivation Scale, taken from the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure the variables of the study. Findings - The findings showed that self-efficacy and control beliefs were posistively related to students self-regulated learning. Anxiety, however, was found to be negatively related to self-regulated learning. The interactions between gender and levels of motivational beliefs on self-regulated learning were also explored in this study. The relationships between self-efficacy and self-regulated learning differed according to gender. However, there were no significant interaction effects between gender and internal control beliefs on self-regulated learning. This implies that gender differences in self-regulated learning were not due to the differences in control beliefs and anxiety. Significance - This study offers insights on the interaction effects between motivational beliefs, and gender and self-regulated learning. It may helps to develop effective intructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments.