Self-Regulated Learning and Motivational Beliefs: Findings from a Survey of EFL Undergraduates in Afghanistan

Autor/inn/en	Tareen, Hashmatullah; Haand, Mohammad Tahir; Muhammadi, Attaullah; Zhang, BaoHui
Titel	Self-Regulated Learning and Motivational Beliefs: Findings from a Survey of EFL Undergraduates in Afghanistan
Quelle	In: Issues in Educational Research, 33 (2023) 2, S.781-797 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tareen, Hashmatullah) ORCID (Haand, Mohammad Tahir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Foreign Countries; Independent Study; Educational Psychology; Student Motivation; English (Second Language); Second Language Learning; College Students; Test Anxiety; Correlation; Instructional Program Divisions; Student Attitudes; Learning Strategies; Student Characteristics; Value Judgment; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Selbststudium; Erziehungspsychologie; Pädagogische Psychologie; Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Examination phobia; Testangst; Prüfungsangst; Korrelation; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Werturteil
Abstract	The concept of self-regulated learning in the field of educational psychology has been developed to comprehend how students learn autonomously. Motivation is a pivotal factor in learners' academic outcomes, and its connection with self-regulated learning is extensive. While self-regulated learning and motivational beliefs are both believed to play important roles in EFL learning, very little is known about their interplay in the Afghan context, and research on the relationship among these variables seems scarce. Therefore, to contribute to this knowledge gap, the overarching aim of the present survey was to investigate the phenomenon of self-regulated learning and motivational beliefs among EFL learners in higher education. Quantitative research was carried out on a sample size of 123 EFL learners. The data was collected through a survey questionnaire and analysed using SPSS v24 where both descriptive statistics and inferential statistics such as one-way ANOVA, correlation, and regression were used. The findings indicated that the majority of the learners experience a high level of test anxiety. Further, the results also revealed that there was a significant positive correlation between motivational beliefs and self-regulated learning. Foreign language learning can be enhanced by designing environments in a way that fosters self-regulated learning skills. Further research could be conducted with a larger sample size from other public universities to generate a more fine-grained understanding. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01