Students` goal orientations, value for academic learning, self-efficacy beliefs, and use of self-regulated learning strategies

Abstract

The purpose of the study was to investigate undergraduate students' goal orientations, value for academic learning, self–efficacy beliefs, and use of self-regulated learning strategies. The Value Orientation for Learning Questionnaire, the Achievement Goal Questionnaire, and the Motivated Strategies for Learning Questionnaire were used to obtain data from 350 respondents, who were selected randomly from the Faculty of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia. The return rate was 72.6%. The Confirmatory Factor Analysis (CFA) provided evidence for the existence of one-factor structure on students' religious value for learning. The regression results were as follows (i) only self-efficacy predicted the rehearsal (ii) self-efficacy and mastery goal predicted the elaboration (iii) performance-approach goal, mastery goal, and gender predicted the organizational (iv) self-efficacy and performance-avoidance goal predicted metacognitive self-regulation and (v) performance-avoidance goal and self-efficacy predicted the time and study environment management strategies. In the cross-validation analyses, self-efficacy and mastery goal predicted rehearsal, while only self-efficacy predicted the elaboration, organizational and metacognitive self-regulation, and self-efficacy, mastery goal, and religious value for learning predicted time and study management strategies. Thus, self-efficacy was replicated in four cross-validation analyses. Selfefficacy was the overriding statistically significant and practically important predictor of self-regulated learning strategies. In addition, religious value for learning was found to affect the variability of other predictors of self-regulated learning strategies