The relation between self-regulated learning, academic performance of graduate student

Amalia Madihie(1), Zarifah Mos(2),
(1) Universiti Malaysia Sarawak, Malaysia
(2) Universiti Malaysia Sarawak, Malaysia

Corresponding Author


Full Text:    Language : en


The purpose of this study is to discover possible relationships between self-regulated learning with graduate students’ academic performance. Eighty graduate students from the Learning Sciences Programme and Human Resources Programme at Faculty of Cognitive
Sciences and Human Development were randomly selected.  Motivated Strategies for Learning Questionnaire (Pintrich, 1991) was piloted and administered. First, the questionnaire was undergone the back-to-back translation (into Malay language version).  Two variables that involved in this study were motivation and learning strategies. Academic performance measured to be dependent variable which is the graduate students’ current CGPA.   Findings show that there is no relation between motivation and learning strategies with academic performance. Future recommendations are also discussed in this study.


Self-regulated, Motivation, Learning Strategies, Academic Performance, Graduate Students


American Psychological Association. (2009). Publication of manual of the American Psychological Association. Washington, DC: American Psychological Association.

Artino, R. A. (2005). A review of the motivated strategies for learning questionnaire. Retrieved from

Banarjee, P., & Kumar, K. (2014). A study on self-regulated learning and academic achievement among the science graduates students. International Journal of Multidisciplinary Approach and Studies, 329-342.

Canter, M., Craciun, B. A. (2015, April). Forums used as tools for developing students’ self- regulated learning skills in e-learning environment. Paper presented at the Eleventh International Scientific Conference eLearning and Software on Education Bucharest, Romania. Retrieved from

Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (2011). Self-regulated learning in technology enhanced learning environments. Retrieved from

Cassidy, S. (2011). Self-regulated learning in higher education: Identifying key component process. Studies in Higher Education, 36(8), 989-1000.

Coetzee, L. R. (2011). The relationship between students’ academic self-concept, motivation and academic achievement at the university of the Free State. Retrieved from

Duncan, T. G. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.

Ghamari, M. (2011). The relationship of internal motivation components and academic achievement among high schools students. International Journal of Human Resource Studies, 1(2), 89-97.Sajedi, R., & Shafizadeh, H. (2015). A study relationship between learning strategies, achievement motivation and academic performance among the students of Semnan University of Medical Sciences in 2014-15. International Journal of Review in Life Sciences, 5(4), 268-276.

Hsieh, T. L. (2014). The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduates students in Taiwan. Science and Business Media, 64, 417-433.

Huang, S. C. (2008). Assessing motivation and learning strategies using the motivated strategies for learning questionnaire in a foreign language learning context. Social Behavior and Personality, 36(4), 529-534.

Kivinen, K. (2003). Assessing motivation and the use of learning strategies by secondary school students in three international schools (Academic dissertation, University of Tampere, Department of Education Finland). Retrieved from

Muhammad, A. S., Bakar, N. A., Mijinyawa, S. I., & Halabi, K. A. (2015). Impact of motivation on students’ academic performance: A case study of Universiti Sultan Zainal Abidin students. The American Journal of Innovative Research and Applied Sciences, 1(6), 221-226.

Onete, O. U. (2012). Academic performance: A function of achievement motivation among education students of Cross River University of Technology, Calabar. Retrieved from

Orhan, F. (2007). Applying self-regulated learning strategies in a blended learning Instruction. World Applied Science Journal, 2(4), 390-398.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.

Pintrich, P. R., & Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.

Popa, D., & Bazgan, M. (2014). A comparative analysis of some relevant conceptualizations of self-regulated learning. Journal Plus Education, 313-329.

Radovan, M. (2011). The relation between distance students’ motivation, their use of learning strategies, and academic success. Journal of Educational Psychology, 10(1), 216-222.

Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Journal of Educational Psychology, 40(2), 85-94.

Sikhwari, T. D. (2014). A study relationship between motivation, self-concept and academic achievement of students at a University in Limpopo Province, South Africa. Retrieved from

Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003, March). Assessing academic self- regulated learning. Paper presented at the Indicator of Positive Development Conference. Retrieved from

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement. Educational Psychologist, 25(1), 3-17.

Article Metrics

 Abstract Views : 451 times
 PDF Downloaded : 150 times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.