Relationships between self-regulated learning strategies, learning motivation and mathematics achievement

Adel El-Adl, Hussain Alkharusi*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

39 Citations (Scopus)


This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement. Test anxiety was found to be negatively related to self-regulated learning. The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills.

Original languageEnglish
Pages (from-to)104-111
Number of pages8
JournalCypriot Journal of Educational Sciences
Issue number1
Publication statusPublished - Feb 29 2020


  • Academic achievement
  • Learning
  • Learning beliefs
  • Learning motivation
  • Self-regulation

ASJC Scopus subject areas

  • Education


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