Self-Regulation and How It Influences Grit, Motivational Beliefs, and Cognitive Strategy Use In Learning

Abstract

This study examines how self-regulation influences grit, motivational beliefs, and cognitive strategy use in learning among university students. Recognizing that academic success is shaped not only by cognitive ability but also by non-cognitive factors, the study focuses on how learners regulate their learning processes and how this relates to persistence, motivation, and learning strategies. A quantitative survey design was employed using a 5-point Likert scale instrument adapted from Martin et al. (2022). The instrument consisted of several sections measuring grit, motivational beliefs, and self-regulated learning strategies. A total of 61 university students participated in the study. Descriptive statistics and correlation analysis using SPSS were conducted to examine students’ perceptions and the relationships among the variables. The findings reveal that students demonstrate generally high levels of self-regulation, particularly in planning, monitoring, and persisting in their learning tasks. Students also showed moderate to high levels of grit, motivational beliefs, and cognitive strategy use. Correlation analysis indicated significant positive relationships between self-regulation and grit, self-regulation and motivational beliefs, and self-regulation and cognitive strategy use. These results suggest that students who actively regulate their learning are more likely to demonstrate perseverance, maintain positive beliefs about their learning abilities, and apply effective cognitive strategies. Overall, the study highlights the important role of self-regulation in supporting students’ motivation, persistence, and strategic learning behaviours. The findings also provide useful insights for educators in promoting self-regulated learning strategies to enhance students’ engagement and academic performance.