International Journal of School and Cognitive Psychology
Open Access

Department of Psychology, Haramaya University, Harar, Ethiopia

Publications

• Research Article   
  Assessing the Relationship between Motivational Beliefs, Self-Regulated Learning Strategies, and Academic Performance of Freshmen Students
  Author(s): Usmael Abdala* and Yirgalem Alemu
  
  Although learning in higher education is more successful with effective self-regulation skills, freshman students experience serious challenges and doubts about the fit between their readiness and the newfound responsibilities of the program. The purpose of this study was to assess the relationship between motivational beliefs, Self-Regulated Learning (SRL) strategies, and academic performance of freshman students. Data were collected from a convenience sample of 97 (64 male and 33 female) freshman students using the Motivated Strategies for Learning Questionnaire (MSLQ) and were analyzed using hierarchical multiple regression and structural equation modeling. The result revealed that cognitive and metacognitive learning strategies explained about 12.8% of the variance in psychology course achievement, while 23.4% accounted for students’ motivational beliefs.. View More»
  DOI: 10.35248/2469-9837.23.10.313

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