Author, Subjects, Keywords

Cited Author


   » By Author or Editor
 » Browse Author by Alphabet
 » By Journal
 » By Subjects
 » Malaysian Journals
 » By Type
 » By Year
 » By Latest Additions
   » By Author
 » Top 20 Authors
 » Top 20 Article
 » Top Journal Cited
 » Top Article Cited
 » Journal Citation Statistics
 » Usage Since Sept 2007


Login | Create Account

Hubungan Orientasi Matlamat dengan Penggunaan Strategi Pembelajaran Aturan Kendiri

Samsilah Roslan, and Abd. Majid Isa, and Othman Dato' Haji Mohamed, and Rohani Ahmad Tarmizi, (2006) Hubungan Orientasi Matlamat dengan Penggunaan Strategi Pembelajaran Aturan Kendiri. Jurnal Pendidikan, 26 (Malay Language Version) . pp. 107-113. ISSN 01265261

PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader


Universiti Putra Malaysia. Faculty of Educational Studies. Dept. of Basic Education
Kolej Universiti Sains dan Teknologi Malaysia.
Universiti Putra Malaysia. Faculty of Educational Studies. Dept. of Counseling
Universiti Putra Malaysia. Faculty of Educational Studies. Dept. of Science and Technical Education


Self-regulated learning is a process whereby students initiate and maintain their cognition and behavior towards achievement of learning goals. The constructs of self-regulated learning consist of motivating elements (affective) and performing elements or the self-regulated learning strategies. Among affective elements believed to be related to self-regulated learning are goal orientations. This study examined the relationships between two types of goal orientation, the intrinsic and extrinsic goal orientation. Data gathered from 270 Universiti Putra Malaysia (UPM) students showed that both intrinsic and extrinsic goal orientation have positive and significant relationships with self-regulated learning strategies. However, intrinsic goal orientation showed a higher correlation with self-regulated learning strategies (r=.46, p<.05), as compared to extrinsic goal orientation (r=.38, p<.05). This means that the urge to fulfill inner satisfaction has a stronger correlation with the use of self-regulated learning strategies than the urge for external rewards.

Item Type:Journal
Keywords:Self-regulated learning, independent study, Students, Malaysia
Subjects:L Education
ID Code:5297

1. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation process. Journal of Educational Psychology, 80, 260-267.

2. Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual difference and classroom effects. Journal of Research in Science Teaching, 31, 811-831.

3. Barker, J. R., & Olson, J. P. (1995). Medical students’ learning strategies: Evaluation of first year changes. Jackson, MS: University of Mississippi Medical Center, Department of Institutional Research. Dimuat turun pada Mei 12, 2004, daripada

4. Fraenkel, J. R., & Wallen, N. E. (1996). How to design research in education. New York: McGraw-Hill.

5. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientation and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.

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

7. Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic task. Dlm. D. H. Schunk & J. L. Meece (Peny.), Student perceptions in the classroom (ms. 149-183). Hillsdale, NJ: Erlbaum.

8. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.

9. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 8(3), 329-339.

10. Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.

11. Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290.

12. Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51-59.

13. Zimmerman, B. J., & Schunk, D. H. (Peny.) (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer.

Repository Staff Only: item control page