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Interaction effects of gender and motivational beliefs on self-regulated learning: a study at ict-integrated schools
Melissa Ng Lee Yen Abdullah1.
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 ICTintegrated 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 selfregulated 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 selfregulated 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
Affiliation:
- Universiti Sains Malaysia, Malaysia
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Indexation |
Indexed by |
MyJurnal (2021) |
H-Index
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3 |
Immediacy Index
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0.000 |
Rank |
0 |
Indexed by |
Scopus 2020 |
Impact Factor
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CiteScore (2) |
Rank |
Q1 (Cultural Studies) Q2 (Education) Q3¬¬¬ (Psychology (all)) |
Additional Information |
SJR (0.385) |
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