Academic Motivation and Self-Regulated Learning Among University Students

Abstract

This study investigates the relationship between academic motivation and self-regulated learning strategies among university students in Canada, examining how different motivational orientations influence students' capacity to manage their learning processes effectively. Utilizing a comprehensive survey design with 680 undergraduate students from eight Canadian universities across diverse disciplines and academic levels, this research explores patterns of intrinsic and extrinsic motivation, autonomous and controlled regulation, and their associations with metacognitive, cognitive, and resource management strategies. Data analysis employed structural equation modeling to test theoretical relationships between motivation constructs and self-regulation dimensions while controlling for demographic and contextual variables. Findings reveal significant positive associations between autonomous forms of motivation and sophisticated self-regulated learning strategies, with intrinsic motivation showing particularly strong relationships with metacognitive regulation and deep processing approaches. Conversely, controlled motivation and amotivation correlated with surface learning approaches and reduced self-regulatory capacity. Mediating analyses indicate that perceived academic autonomy and competence partially mediate motivation-regulation relationships. This research contributes empirical evidence supporting self-determination theory applications in higher education contexts while providing practical implications for instructional design and student support services.