Publication:
Antecedents Of Intrinsic Motivation, Metacognition And Their Effects On Students' Academic Performance In Fundamental Knowledge For Matriculation Courses

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dc.citedby3
dc.contributor.affiliationsFaculty of Major Language Studies
dc.contributor.affiliationsUniversiti Sains Islam Malaysia (USIM)
dc.contributor.authorMikail Ibrahimen_US
dc.contributor.authorHazleena Baharunen_US
dc.contributor.authorHaliza Harunen_US
dc.contributor.authorNormah Othmanen_US
dc.date.accessioned2024-05-27T14:35:47Z
dc.date.available2024-05-27T14:35:47Z
dc.date.issued2017
dc.description.abstractPurpose - This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy on one hand, and students' academic performance on the other. Methodology - A total of 471 second-year students (233 males and 238 females) were randomly selected to participate in a survey, following a stratified random sampling. Hypothesized relationships of academic intrinsic motivation, metacognitive strategy and their predictors were then tested by using Structural Equation Modeling. Findings - Using bootstrapping (data-based resampling), the findings confirmed the proposed model which suggests that goal orientation and perceived values contributed to students' academic performance directly and indirectly via intrinsic motivation and metacognition. Additionally, the findings also indicate that goal orientation was the main determinant of intrinsic motivation and metacognition, followed by perceived value. It was also found that religious motives within a perceived value construct contributed significantly to students' academic performance in a direct and indirect manner via intrinsic motivation and metacognitive strategy. Significance - The study suggests the importance of goal orientation especially mastery and performance as well as perceived value and most significantly, religious motive in students' intrinsic motivation and their use of metacognitive strategies. The study also highlights the significance of intrinsic motivation and metacognitive strategies in students' academic performance. Hence, it is recommended that learners should be helped to adopt appropriate academic goals, and be encouraged to use metacognitive strategies to enhance their learning attainments.en_US
dc.description.natureFinal
dc.identifier.citationIBRAHIM, Mikail et al. ANTECEDENTS OF INTRINSIC MOTIVATION, METACOGNITION AND THEIR EFFECTS ON STUDENTS’ ACADEMIC PERFORMANCE IN FUNDAMENTAL KNOWLEDGE FOR MATRICULATION COURSES. Malaysian Journal of Learning and Instruction, [S.l.], v. 14, n. 2, p. 211-246, dec. 2017. ISSN 2180-2483. Available at: <http://e-journal.uum.edu.my/index.php/mjli/article/view/mjli2017.14.2.8>. Date accessed: 26 dec. 2021. doi: https://doi.org/10.32890/mjli2017.14.2.8.en_US
dc.identifier.doihttps://doi.org/10.32890/mjli2017.14.2.8.
dc.identifier.epage246
dc.identifier.isbn2180-2483
dc.identifier.issn1675-8110
dc.identifier.issue2
dc.identifier.scopusWOS:000438441200008
dc.identifier.scopus2-s2.0-85040583742
dc.identifier.spage211
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85040583742&partnerID=40&md5=ec481464542a5497f69a5c6bbc4809cd
dc.identifier.urihttp://e-journal.uum.edu.my/index.php/mjli/article/view/7765
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/3379
dc.identifier.volume14
dc.languageEnglish
dc.language.isoen_USen_US
dc.publisherUniversiti Utara Malaysia Pressen_US
dc.relation.ispartofMalaysian Journal Of Learning & Instructionen_US
dc.sourceWeb Of Science (ISI)
dc.subjectIntrinsic motivationen_US
dc.subjectmetacognitive strategyen_US
dc.subjectgoal orientationen_US
dc.subjectperceived valueen_US
dc.subjectacademic performanceen_US
dc.titleAntecedents Of Intrinsic Motivation, Metacognition And Their Effects On Students' Academic Performance In Fundamental Knowledge For Matriculation Coursesen_US
dc.typeArticleen_US
dspace.entity.typePublication

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