Investigating relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate Students: A study of integrated motivational models

Firstly, the main purpose of the present paper was to investigate the existing relationship between self-efficacy, achievement motivation, and self-regulated learning strategies of undergraduate students. Secondly, educational research that investigate the relationship between self-efficacy, achievement motivation, and self-regulated learning strategies applying the structural equation modeling (SEM) in Malaysia seems to be very limited. Hence, carrying out this research is essential for growing educational research to bridge the gap. Three hundred undergraduate students participated in the study using the Confirmatory Factor Analysis to answer the research Question: Is there any correlation between self-efficacy beliefs, achievement motivation, and self-regulated learning strategies of the UKM undergraduate students? Empirically, the CFA results indicated that there was a considerable correlation between self-efficacy beliefs, achievement motivation, and self-regulated learning strategies confirming the argument of literature review.