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

Autor/in	Abdullah, Melissa Ng Lee Yen
Titel	Interaction Effects of Gender and Motivational Beliefs on Self-Regulated Learning: A Study at ICT- Integrated Schools
Quelle	In: Malaysian Journal of Learning and Instruction, 13 (2016) 1, S.25-41 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1675-8110
Schlagwörter	Learning Strategies; Questionnaires; Statistical Analysis; Information Technology; Beliefs; Self Efficacy; Gender Issues; Student Motivation; Correlation; Research Design; Student Surveys; Secondary School Students; Anxiety; Gender Differences; Student Attitudes; Foreign Countries; Malaysia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Statistische Analyse; Informationstechnologie; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Geschlechterfrage; Schulische Motivation; Korrelation; Forschungsdesign; Schülerbefragung; Sekundarschüler; Angst; Geschlechterkonflikt; Schülerverhalten; Ausland
Abstract	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 positively 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 help to develop effective instructional strategies to enhance students' self-regulated learning skill in ICT-related learning environments. (As Provided).
Anmerkungen	Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: http://mjli.uum.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01