Relationship between Learning Strategies and Motivation by using Structural Equation Modeling Approach

Volume 01- Issue 03
Mohamad Azrien Mohamed Adnan Mohd Sahari Nordin Mohd Burhan Ibrahim
Pages: 33-40 Download Count : 1805 View Count: 1097 Facebook Share on Google+ Save to Zotero Save to Mendeley


This paper aimed at examining the learning strategies constructs and to investigate the relationship between learning strategies and motivation in Arabic courses. The study uses a questionnaire as the information-gathering instrument, and the participants comprised students from two public universities in Peninsular Malaysia who are studying Arabic language. A total of 139 students were selected for this study. The questionnaire’s construct validity was tested using confirmatory factor analysis. Confirmatory factor analysis indicated that a model including factors representing the dimensions metacognitive self-regulation, organization and peer learning was the best fit. Significant correlations between motivation and learning strategies subscales (metacognitive self-regulation and organization) provided preliminary evidence of predictive validity of the measure. Metacognitive self-regulation strategy has positive correlation with organization and peer learning strategy. The organization strategy was also positively correlated to peer learning strategy. The metacognitive self-regulation and organization have significant effect on motivation. Contrary to our expectation, peer learning has no significant effect on motivation.


  • Learning strategies
  • motivation
  • and structural equation modeling
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