Abstract

The study of motivation and self-regulated learning has gained significant attention in the field of educational psychology. The understanding of motivation has evolved over time, moving from early theories that focused solely on external factors (e.g., rewards and punishments) to more contemporary theories that emphasize intrinsic motivation and self-determination this study was aimed at investigating the influence of outcome expectations on the self-regulated learning of adolescents in the Buea Municipality.

The study employed the survey research design with a sample of 50 students from the three different secondary schools in the Buea municipality. The made used of purposive sampling with a questionnaire as a main source of data collection.  Questionnaire items and their responses was coded and the Statistical Package for the Social Sciences (SPSS version 21.0) was used to analyse the collected data from the field, where descriptive statistic such as frequency and percentage distribution of variable was calculated.

Results of the study revealed that the majority of students hold positive beliefs about the relationship between effort, learning strategies, persistence, and academic performance. Over 50% believe that putting in effort will lead to successful outcomes, and a similar proportion expect to perform well if they use effective learning strategies. Also results of the study concluded that the study concluded that a significant proportion of students do not fully embrace these beliefs and attributions.

Some students tend to attribute their academic failures to external factors beyond their control, and a notable percentage struggle with proactive goal setting, learning strategy adjustment, and adapting to academic challenges. The multiple correlation coefficient (R = 0.892) indicates a robust relationship, and the R-squared value (0.796) suggests that these three factors can account for 79.6% of the variation in self-regulated learning. Importantly, the overall regression model is statistically significant, indicating that at least one of the independent variables is a significant predictor. The study further recommended that

training and resources should be Provided so as to improve students’ goal-setting, learning strategy, and self-regulatory skills

CHAPTER ONE

GENERAL INTRODUCTION

Introduction

Adolescence is a critical period of development characterized by increased autonomy, self-regulation, and the pursuit of educational goals. Self-regulated learning, which involves students’ ability to set goals, monitor their progress, and adapt their learning strategies accordingly, plays a crucial role in adolescents’ academic success. However, self-regulated learning is influenced by various factors, including motivational processes.

Motivation serves as a driving force behind students’ engagement, persistence, and effective use of self-regulation strategies. In the context of the Buea Municipality, understanding the role of motivational processes in the self-regulated learning of adolescents is of utmost importance to promote educational achievement and develop effective interventions.

Motivational processes encompass several key components, including outcome expectations, goals attributions, and self-efficacy. Outcome expectations refer to individuals’ beliefs about the outcomes or consequences that can be achieved through their learning efforts (Zimmerman, 2000).

In the context of self-regulated learning, adolescents with positive outcome expectations may be more likely to engage in goal-directed behaviors, persevere in the face of challenges, and employ effective learning strategies. On the other hand, those with negative outcome expectations may exhibit lower levels of motivation and engagement in learning tasks.

Goals attributions, another crucial component of motivational processes, involve individuals’ explanations for their successes or failures in learning tasks (Pintrich & De Groot, 1990). Adolescents who attribute their successes to internal factors such as effort, ability, or effective strategies are more likely to experience a sense of control and competence, which can enhance their motivation and self-regulated learning. Conversely, those who attribute their failures to external factors or lack of ability may exhibit lower motivation and self-regulation.

Self-efficacy, a concept developed by Bandura (1977), refers to individuals’ beliefs in their ability to successfully perform specific tasks or achieve desired outcomes. In the context of self-regulated learning, self-efficacy beliefs influence adolescents’ choice of tasks, effort expenditure, and persistence in the face of difficulties. Adolescents with high self-efficacy are more likely to set challenging goals, exert effort, and utilize effective self-regulation strategies, leading to improved academic performance.

While the role of motivational processes in self-regulated learning has been widely acknowledged, it is crucial to examine their specific relevance within the unique cultural and educational context of the Buea Municipality. Buea, located in the Southwest Region of Cameroon, presents its own socio-cultural characteristics, educational practices, and challenges. Therefore, understanding how outcome expectations, goals attributions, and self-efficacy operate within this context is essential for informing educational practices and interventions tailored to the needs of adolescents in the Buea Municipality.

Background to the Study

The background of this study comprised of the historical background, contextual background, conceptual background, and theoretical background to motivational processes in the self-regulated learning of adolescents in the Buea Municipality.

Historically, the study of motivation and self-regulated learning has gained significant attention in the field of educational psychology. Researchers have explored various motivational constructs and their influence on students’ learning outcomes. The understanding of motivation has evolved over time, moving from early theories that focused solely on external factors (e.g., rewards and punishments) to more contemporary theories that emphasize intrinsic motivation and self-determination.

One influential theory that has shaped the field is Social Cognitive Theory, proposed by Albert Bandura in 1986. Bandura’s theory emphasizes the role of self-efficacy be liefs in motivating individuals to engage in specific behaviors, including learning. Self-efficacy refers to an individual’s belief in their ability to successfully perform tasks or achieve desired outcomes. Researchers have examined the impact of self-efficacy on students’ motivation, engagement, and academic achievement.

In the global context, research on the role of motivational processes in self-regulated learning has gained significant attention in educational psychology. Scholars have explored various motivational constructs and their impact on students’ learning outcomes. The understanding of motivation has evolved over time, with early theories focusing on external factors and later theories emphasizing intrinsic motivation and self-determination (Deci & Ryan, 1985).

In Europe, researchers have conducted studies examining the role of motivational processes in self-regulated learning. For example, a study by Frenzel, Pekrun, and Goetz (2007) investigated the relationship between students’ outcome expectations and their self-regulated learning behaviors in European secondary schools. The findings highlighted the importance of outcome expectations in predicting students’ engagement and effort regulation.

In the United States, extensive research has been conducted on motivational processes and self-regulated learning. Pintrich and De Groot (1990) conducted a seminal study exploring the motivational and self-regulated learning components of classroom academic performance. Their research underscored the significance of goals attribution in shaping students’ academic achievement and engagement.

Research on motivational processes and self-regulated learning in Africa, including Cameroon, is relatively limited compared to other regions. However, there is a growing recognition of the importance of these constructs in educational contexts across the continent. For instance, a study by Abosi (2020) examined the relationship between self-efficacy beliefs and self-regulated learning strategies among university students in Nigeria. The findings highlighted the positive association between self-efficacy and effective self-regulated learning practices.

In Cameroon, the understanding of motivational processes in self-regulated learning is still in its early stages. However, there is a growing interest in exploring these constructs within the Cameroonian educational context. Researchers have started investigating the role of self-efficacy, outcome expectations, and goals attribution in students’ learning experiences.

Specific research on the role of motivational processes in the self-regulated learning of adolescents in the Buea Municipality is limited. However, given the unique cultural and educational context of the Buea Municipality, it is essential to investigate how these motivational processes operate within this specific setting. The cultural diversity, educational policies, and learning environments in the Buea Municipality may influence the motivational beliefs and self-regulated learning behaviors of adolescents.

Conceptually, this study looked at the role of role of motivational processes in self-regulated learning taking into consideration the dimensions of motivational processes such as outcome expectations, goals attributions, and self-efficacy.

Self-Determination Theory (SDT) emphasizes the importance of intrinsic motivation and the satisfaction of basic psychological needs in promoting self-regulated learning. According to SDT, individuals are driven by the innate desire for autonomy, competence, and relatedness. When these needs are satisfied, students are more likely to engage in self-regulated learning behaviors, set meaningful goals, and persist in the face of challenges (Deci & Ryan, 2000).

Social Cognitive Theory (SCT) emphasizes the role of cognitive processes, observational learning, and self-efficacy beliefs in shaping motivation and self-regulated learning. According to SCT, students’ self-efficacy beliefs, which reflect their confidence in their ability to perform tasks, play a central role in their motivation to engage in self-regulated learning. Additionally, observing others’ successful models and receiving feedback can influence students’ outcome expectations and goals attribution (Bandura, 1997).

Achievement Goal Theory (AGT) focuses on how individuals’ goals influence their motivation and self-regulated learning. AGT distinguishes between mastery goals and performance goals. Mastery goals involve a focus on learning, understanding, and improving one’s own competence. Performance goals involve a focus on demonstrating competence to others. Students with a mastery goal orientation tend to use adaptive self-regulated learning strategies, while those with a performance goal orientation may prioritize surface-level learning and seek to avoid failure (Pintrich, 2000).

Contextually, the role of motivational processes in self-regulated learning has been recognized as a crucial aspect of education. Motivation plays a significant role in shaping students’ engagement, persistence, and academic achievement (Pintrich, 2003). Researchers worldwide have investigated the influence of motivational constructs, such as outcome expectations and goals attribution, on students’ self-regulated learning behaviors.

In Europe, educational systems vary across countries, but the importance of motivational processes in self-regulated learning remains consistent. For example, in a study conducted in European secondary schools, Frenzel et al. (2007) found that students’ outcome expectations significantly predicted their engagement and effort regulation in learning tasks.

In the United States, research on motivational processes and self-regulated learning has been well-established. Studies conducted in American educational settings have highlighted the role of goals attribution in students’ academic achievement and engagement (Pintrich & De Groot, 1990). These findings emphasize the importance of understanding motivational processes in promoting effective self-regulated learning.

In Africa, including Cameroon, research on motivational processes in self-regulated learning is relatively limited compared to other regions. However, there is a growing recognition of the significance of these constructs in educational contexts across the continent. Scholars have started exploring the relationship between self-efficacy beliefs, outcome expectations, and self-regulated learning strategies among students in African countries (Abosi, 2020).

In Cameroon, the educational system is diverse, comprising public and private schools catering to the needs of students in various regions, including the Buea Municipality. The cultural and socio-economic diversity within Cameroon influences students’ learning experiences and motivation (Author, Year). However, specific research on the role of motivational processes in self-regulated learning in the Buea Municipality is limited. The Buea Municipality, located in the Southwest Region of Cameroon, has its unique cultural and educational context. The region is characterized by its cultural diversity, educational policies, and learning environments. These factors may shape the motivational beliefs, outcome expectations, and goals attribution of adolescents in their self-regulated learning practices. Investigating the role of motivational processes in self-regulated learning within the Buea Municipality is essential for understanding the specific contextual factors that influence students’ learning experiences.

Statement of Problem

The self-regulated learning of adolescents is known to be influenced by motivational processes, including outcome expectations, goals attributions, and self-efficacy. Understanding the role of these motivational processes in the self-regulated learning of adolescents in the specific context of the Buea Municipality is crucial for designing effective educational interventions and promoting academic success. However, there is a lack of research specifically examining the role of these motivational processes in the self-regulated learning of adolescents in the Buea Municipality.

Outcome expectations refer to individuals’ beliefs about the outcomes or consequences that can be achieved through their learning efforts (Zimmerman, 2000). Goals attributions, on the other hand, refer to the explanation’s individuals provide for their successes or failures in learning tasks (Pintrich & De Groot, 1990). Self-efficacy represents individuals’ beliefs in their ability to successfully perform specific tasks or achieve desired outcomes (Zimmerman, 2000). These motivational processes have been identified as important determinants of adolescents’ engagement, persistence, and effective use of self-regulation strategies.

However, the specific nature and impact of these motivational processes on the self-regulated learning of adolescents in the Buea Municipality remain largely unexplored. There is a need to examine how outcome expectations, goals attributions, and self-efficacy operate within the unique cultural and educational context of the Buea Municipality and how they influence adolescents’ self-regulated learning behaviours.

Furthermore, understanding the relationships between these motivational processes and self-regulated learning in the Buea Municipality is essential. How do outcome expectations influence the self-regulated learning behaviours of adolescents in this specific context? What are the relationships between goals attributions and self-regulated learning among adolescents in the Buea Municipality? To what extent does self-efficacy impact the self-regulated learning of adolescents in this context?

Therefore, this study aims to address the gap in the literature by investigating the role of outcome expectations, goals attributions, and self-efficacy in the self-regulated learning of adolescents in the Buea Municipality. Through empirical research and data collection, this study will contribute to the understanding of how these motivational processes influence self-regulated learning in this specific context, providing valuable insights for educational stakeholders and researchers in the Buea Municipality.

Research Question

General research questions

What is the role of motivational processes in the self-regulated learning of adolescents in the Buea Municipality?

Specific research question

1. How do outcome expectations influence adolescents’ self-regulated learning in the Buea Municipality?
2. What are the relationships between goal attributions and self-regulated learning among adolescents in the Buea Municipality?
3. To what extent does self-efficacy impact the self-regulated learning of adolescents in the Buea Municipality?

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