Academic motivation and achievement emotions as predictors of self-regulated learning among form three students in Nyeri County, Kenya
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Date
2024-04
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Kenyatta University
Abstract
Ineffective use of self-regulated learning strategies by learners in their studies may be a hindrance to the realization of successful learning outcomes. When students fail to utilize self-regulation strategies, the impact may be evident in massive failure in teacher made tests as well as national examinations. More specifically, the failure maybe attributed to limited use of planning, goal setting, rehearsal, seeking assistance and self-evaluation in academic activities. In order to help students utilize these strategies, there is need to investigate the psychological variables which promote or hinder their use in learning. Consequently, the purpose of this study was to determine if academic motivation and achievement emotions predicted self-regulated learning among form three students in Nyeri county. The study aimed at developing a model to predict students’ self-regulated learning from academic motivation and achievement emotions. Further, the study established the relationships of academic motivation and that of achievement emotion and self-regulation as well as gender differences in both academic motivation and achievement emotions. The control value theory, self-determination and social cognitive theory informed the theoretical framework. The reseach design adopted was ex- post facto research design and the study was carried out in Nyeri Central Sub- County, Kenya. All the students in form three in Nyeri Central Sub- County public schools in the year 2022 were the study’s targeted population. A pilot study that helped improve the research instruments was conducted in Kieni West Sub-County. The sampling procedures used to select a sample that comprised of 200 participants from four public secondary school were simple random, stratified and purposive sampling. A questionnaire was developed to collect information on participant’s personal information. The scales used to measure academic motivation, achievement emotions and strategies of self-regulation were Academic Motivation Scale, Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire respectively. Data was analyzed using Pearson’s Product Moment Correlation Coefficient, multiple regression and independent samples t-test. Findings of this study revealed that academic motivation correlated positively and significantly with self-regulation. (r (196) =.77, ρ<.01). The highest positive predictive weight on self-regulated learning from academic motivation was from intrinsic motivation towards accomplishment (β=.56, ρ<.05) followed by intrinsic motivation to know (β=.09, ρ<.05). Both amotivation and extrinsic motivation external regulation domains had significant negative predictive weight on self-regulation. However, a non-significant predictive weight was evident in self-regulated learning and intrinsic motivation to experience stimulation, extrinsic motivation identified and extrinsic motivation. Achievement emotions enjoyment had a strong positive correlation with self-regulated learning (r (196) =.87, ρ<.01). Emotions of anger, anxiety and boredom had a negative correlation with selfregulation. A significant gender difference in students’ academic motivation was identified (t (196) =4.63, ρ<.05). A non- significant gender difference was evident in emotions of enjoyment, anger and boredom. However, a significant gender difference was identified in emotion anxiety in favour of girls. The study’s recommendations included the school administrators should coming up with intervention measures to help students develop emotion of joy as well as increase their intrinsic motivation level. Parents and teachers are also to come up with ways to inculcate and retain high level of intrinsic motivation as well as achievement emotion enjoyment and curb emotions of boredom, anxiety and anger from the experiences of the learner. Further research on predictor variables academic motivation and achievement emotions are also recommended.
Description
A research project submitted in partial fulfilment of the requirement for the award of degree of masters of education (educational psychology) in the school of education of Kenyatta University, April 2024
Supervised by Samuel Mutua Mutweleli