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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Georgian Technical University
2014
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/1/drarifin_selfregulatedlearning.pdf |
| _version_ | 1848782139196178432 |
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| 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 |
| building | IIUM Repository |
| collection | Online Access |
| 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. |
| first_indexed | 2025-11-14T16:00:42Z |
| format | Article |
| id | iium-41538 |
| institution | International Islamic University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T16:00:42Z |
| publishDate | 2014 |
| publisher | Georgian Technical University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | iium-415382025-03-12T04:16:07Z 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/ |
| 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 |
| title | 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_short | 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 |
| topic | L Education (General) LB1050.9 Educational psychology |
| url | http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/ http://irep.iium.edu.my/41538/1/drarifin_selfregulatedlearning.pdf |