Relationship between Motivated Strategies, Self-Regulated Learning and their Impact on Students’ Academic Performance at Secondary School Level in Khyber Pakhtunkhwa

Abstract

This study aimed to investigate how self-regulated learning and motivated strategies relate to one another and how this affects secondary school student’s academic performance in Khyber Pakhtunkhwa. Data was gathered from 1092 students in 78 schools across three districts using the Pintrich & De-Groot (1990) Motivated Strategies and Self-Regulated Learning Questionnaire (MSLQ), a 5-point Likert scale. Proportionate technique was used during sample selection. Yamane’s formula was used for selection of sample size. Statistical techniques including a one-sample t-test, regression, and mediation analysis was used in the data analysis process. The findings demonstrated the beneficial effects of self-regulated learning and motivated strategies on student's academic performance. These strategies included the application of cognitive strategies, self-regulation, and intrinsic values. On the other hand, test anxiety and academic achievement were inversely correlated, with lower anxiety translating into higher scores. The effects of self-regulated learning and motivated strategies on academic performance were partially mediated by self-efficacy. Test anxiety, self-regulation, intrinsic values, and cognitive strategy use all had direct effects of 97.97%, 98.95%, 55.24%, and 98.04%, respectively, although self-efficacy had a smaller indirect effect. Policymakers in the public and private sectors can benefit greatly from the findings, which show how student’s intrinsic values, cognitive techniques, and self-regulation can be improved to enhance academic performance.