Topic: Self-regulated learning and its connection with academic motivation and perceived academic performance

Research Question: What is the role of academic motivation in the self-regulated learning of university students, and how is it connected to their perceived academic performance?

Objective: The objective of this study is to examine how students engage in self-regulated learning (SRL), the extent to which it is influenced by their academic motivation, and how these factors shape their perceptions of academic performance. By analyzing these interrelations, this research aims to deepen the understanding of students' learning behaviors.

Conceptual and theoretical framework: Self-regulated learning is defined as the ability of students to actively control their learning through metacognitive, cognitive, motivational, and behavioral strategies (Zimmerman, 2000). Several theoretical models contribute to understanding SRL. Bandura’s Social Cognitive Theory (1986) emphasizes the role of self-efficacy and personal agency, while Sweller’s Cognitive Load Theory (1988) focuses on how learners manage cognitive resources. Pekrun’s Control-Value Theory (2006) explains how students’ perception of control and the value they assign to a task influence their emotions, motivation, and learning strategies. Additionally, the Information Processing Theory (Atkinson & Shiffrin, 1968) highlights the role of memory, attention, and retrieval processes in self-regulated learning.

Among the key models of SRL, Zimmerman’s Cyclical Phases Model (2000) conceptualizes self-regulation as a process occurring in three phases: forethought, which includes planning and goal setting; performance, involving strategy use and self-monitoring; and self-reflection, where students evaluate and adapt their approaches. Boekaerts’ Dual Processing Model (2011) suggests that students pursue either mastery-oriented learning or coping strategies based on their perception of a task. Winne and Hadwin’s Model (1998) emphasizes metacognitive control and self-monitoring, while Pintrich’s Model (2000) focuses on how motivation and self-regulation interact in planning, monitoring, control, and reflection. Efklides’ Metacognitive and Affective Model (2011) integrates metacognition, motivation, and emotions to explain variations in self-regulated learning.

Academic motivation plays a crucial role in students’ self-regulation, influencing their choice of learning strategies and persistence. Motivation is commonly classified based on Deci and Ryan’s Self-Determination Theory (1985), which differentiates intrinsic motivation, where students engage in learning for personal satisfaction, and extrinsic motivation, where behavior is driven by external rewards. Expectancy-Value Theory (Eccles & Wigfield, 2002) further explains how students' motivation depends on their belief in success and the perceived importance of a task. 

Perceived academic performance refers to students' self-assessment of their academic success, which may or may not align with their actual performance (Verner-Filion & Vallerand, 2016). This concept is important because it mediates the relationship between SRL and motivation, meaning that students who engage in self-regulation and have higher motivation often report better perceived performance. Effective self-regulation enhances students’ confidence in their academic abilities, contributing to their overall learning outcomes (Schunk & Greene, 2018).

The theoretical framework is based on three primary models: Zimmerman’s Cyclical Phases Model of SRL, Self-Determination Theory, and Pintrich’s Model of SRL. Zimmerman’s model (2000) serves as the foundation for understanding how students regulate their learning before, during, and after academic tasks. It highlights the role of self-monitoring and reflection in improving learning strategies and academic performance. Self-Determination Theory (Deci & Ryan, 1985) provides insight into the role of motivation in self-regulated learning, distinguishing between intrinsic and extrinsic motivational factors that drive students' engagement. It supports the assumption that students with higher intrinsic motivation tend to use more effective SRL strategies. Pintrich’s Model (2000) further details how motivation and self-regulation interact, incorporating behavioral, cognitive, motivational, and contextual regulation. The Motivated Strategies for Learning Questionnaire (Pintrich et al., 1991), which is based on this model, is used in this study to assess students’ regulatory behaviors.

The research follows a quantitative approach to ensure the collection of large-scale data that are statistically analyzable, aligning with the study's aim to describe relationships between variables. Research Design and Data Collection A survey research design was employed as it allows for efficient data collection across a wide population, ensuring generalizability. The online questionnaire was selected as the most appropriate method due to its cost-effectiveness, accessibility, and ease of distribution. The survey included three main instruments: 1. The Academic Motivation Scale (AMS) (Vallerand et al., 1992) to measure intrinsic, extrinsic motivation, and amotivation. 2. The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991) to assess self-regulated learning behaviors. 3. The Perceived Academic Performance Scale (PAP) (Verner-Filion & Vallerand, 2016) to evaluate students’ self-assessed academic success. The survey was conducted at Masaryk University, with a sample of 157 students from various faculties. The sample included students from Bachelor’s and Master’s degree programs. Despite the diversity in academic backgrounds, there were disproportionate representations from certain faculties, which affected the generalizability of results. Data Analysis The collected data were analyzed using R statistical software, employing various statistical techniques to ensure robustness. Descriptive statistics (mean, median, standard deviation, skewness, kurtosis) were used to summarize the main characteristics of the data. Additionally, Cronbach’s Alpha was calculated to assess the internal consistency of the scales, with values indicating high reliability. To examine relationships between variables, correlation analysis was conducted, utilizing Pearson’s correlation for continuous data. This analysis helped identify connections between motivation, self-regulated learning, and perceived academic performance. Furthermore, significance testing was applied to validate the statistical relevance of the observed relationships. Ethical Considerations and Limitations Ethical concerns were carefully addressed—students participated voluntarily and their responses were anonymous. Data collection and storage were conducted securely, protecting participant confidentiality. The study avoided sensitive questions and ensured that participation did not pose any psychological distress. However, certain limitations were identified. The low response rate from some faculties led to an imbalanced sample, limiting the ability to generalize findings across the entire university. Additionally, as the study relied on self-reported data, there is a possibility of response bias, where students might overestimate or underestimate their academic motivation and learning behaviours.

Self-Regulated Learning (SRL) Among Students Students employ a variety of motivational and learning strategies to regulate their learning, but at a moderate level. The most commonly used strategies include rehearsal, organization, and elaboration, while metacognitive strategies, such as critical thinking and help-seeking, are applied less frequently. Therefore, while students engage in cognitive strategies, they do not always monitor or adjust their learning process effectively. The Role of Academic Motivation There is a positive correlation between intrinsic motivation and the use of SRL strategies, meaning that students who are internally driven tend to engage in more effective learning behaviours. However, extrinsic motivation plays an even stronger role in shaping students' learning strategies. While intrinsic motivation supports engagement, the findings indicate that external motivators are more dominant in influencing students' academic behaviours. Additionally, amotivation (lack of motivation) is associated with lower levels of self-regulated learning and poorer perceived academic performance. Connection Between SRL, Motivation, and Perceived Academic Performance Students with higher self-regulation skills and stronger intrinsic motivation tend to perceive their academic performance as higher. The use of cognitive and metacognitive strategies contributes to students’ confidence in their academic success. However, the relationship between motivation (both intrinsic and extrinsic) and perceived academic performance is weak, suggesting that motivation alone does not strongly predict students' self-assessment of their academic success. On the other hand, students who experience higher levels of amotivation are more likely to perceive their academic performance negatively. Demographic and Contextual Factors Students who have completed more semesters exhibit higher levels of self-regulated learning, indicating that self-regulation skills develop over time through academic experience. Additionally, attending courses on learning strategies has a positive impact on students' motivation and self-regulated learning behaviours. However, since only a small number of students reported participating in such courses, the generalizability of this finding is limited.

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