Examining the Combined Influence of Motivational Beliefs and Self-regulated Learning on Mathematics Attainment among Standard Nine Students
A. Anula Hyasinth, A. Pio Albina
Asian Journal of Education and Social Studies · pp. 303–312 · Published 24 Sep 2026
10.9734/ajess/2026/v52i103368Abstract
Aims: This study examined the combined influence of motivational beliefs and Self-regulated learning on mathematics attainment among Standard Nine students and assessed the relationships and predictive contributions of these variables. Study Design: A quantitative descriptive-correlational research design was employed. Place and Duration of Study: The study was conducted among Standard Nine students during the academic year 2025. Methodology: The target population comprised Standard Nine students studying in Sivaganga district during the academic year 2025. A sample of 400 students was selected from this population using simple random sampling. Motivational beliefs were measured using a 22-item researcher-developed questionnaire, while Self-regulated learning was assessed using a 30-item researcher-developed questionnaire. Mathematics attainment was measured using students’ term-end mathematics examination scores from official school records. The instruments showed good reliability, with Cronbach’s alpha values of 0.91 and 0.89. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression were used for analysis. Results: Students showed high motivational beliefs (M = 3.69, SD = 0.50) and Self-regulated learning (M = 3.59, SD = 0.54), with satisfactory mathematics attainment (M = 74.51, SD = 10.66). Mathematics attainment was positively related to motivational beliefs (r = .448, p < .001) and Self-regulated learning (r = .480, p < .001). The regression model was significant, F (2, 397) = 79.18, p < .001, explaining 28.5% of the variance in mathematics attainment (R² = .285). Self-regulated learning (β = .339) was a stronger predictor than motivational beliefs (β = .273). Conclusion: Motivational beliefs and Self-regulated learning significantly contribute to mathematics attainment, with Self-regulated learning showing the stronger predictive influence.
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