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

Abstract

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.