Attributional style and self-regulated learning strategies as predictors of intrinsic
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INTRODUCTION Globally, there has been an increasing concern in the education sector on how to make sure that students learn optimally at school and achieve excellence in their academic settings. It has been observed that some students in the classroom do not pay attention to what the teacher is doing as they are easily caught engaged in other activities and to see students slouched in their chairs and not listening to the teacher or participating in the classroom discussion which illustrates lack of engagement (Jones, 2008). Thus, motivating students and engaging them in learning at school is ...
INTRODUCTION Globally, there has been an increasing concern in the education sector on how to make sure that students learn optimally at school and achieve excellence in their academic settings. It has been observed that some students in the classroom do not pay attention to what the teacher is doing as they are easily caught engaged in other activities and to see students slouched in their chairs and not listening to the teacher or participating in the classroom discussion which illustrates lack of engagement (Jones, 2008). Thus, motivating students and engaging them in learning at school is a matter of great concern for educationist today and achieving success is one of the greatest challenges of this century (Awan, Noureen and Nas, 2011). Hence, motivation and engagement have been taken as an important components for enhanced learning outcomes of students. Empirically, researches (Eccles & Wigfield, 2002; Ryan, & Deci, 1991; Berndt & Keefe, 1995; Ryan & Deci, 2000; Dweck and Leggett, 1988) point towards gender, parents, peers, teachers, personality, as being significant determinants of motivation and engagement. Despite strong theoretical associations of attributional style and self-regulated learning strategies with various academic outcomes, little research has been conducted on exploring linkages between these two variables with motivation and engagement. Attribution is a significant component of academic success. Prior researches (Hall, 2007; Perry, 1993; Perry, 1989) have shown that by altering dysfunctional attributional style, students' academic performance, motivation and success can be enhanced. In the light of these researches, it can be stated that functional attributional style has a prominent role to play in motivation and engagement. Similarly, self-regulated learning strategies have been proved (Pintrich and Garcia,1991; Zimmerman, 2002) to be significantly correlated with academic outcomes. Keeping in mind, the significance of attributional style and self-regulated learning strategies in the domain of academics, it becomes essential to explore as to how do these two factors are related to and contribute in motivation and engagement. Motivation and engagement play an essential role in students' interest in and enjoyment of school and study. These can also underpin students' achievement (Liem & Martin, 2012; Martin, 2007, 2009; Martin, Marsh, & Debus, 2001a, 2001b; 2003; Pintrich, 2003; Schunk, 1990). Thus, motivation and engagement have been found to be crucial factors in academic success and achievement because the student may,
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