Self-efficacy, Learning Strategies, and Academic Achievement Among Malaysian Future Educators
This study is to identify the level of learning strategies among Malaysian future educators, examine the relationship between self-efficacy, learning strategies, and academic achievement, determine whether gender have significant difference in self-efficacy and learning strategies. There are 310 respondents and the sample is undergraduates from the Faculty of Educational Studies, UPM. The instrument employed is Motivated Strategies for Learning Questionnaires (MSLQ). Finding revealed that future educators adopted help seeking strategy the most (mean=5.40) and effort regulation strategy the least (mean=4.70), there is a significant positive relationship between self-efficacy and learning strategies (r=.652, DF=308, p<.01), self-efficacy and academic achievement (r=.125, DF=308, p<.05), learning strategies and academic achievement (r=.276, DF=308, p<.01), and as a whole gender does not have any significant differences in self-efficacy, t (308) = -0.180, p>.05 and learning strategies, t (308) = -1.294, p>.05.