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Exploring the Correlation between Motivation and Self-Regulation in Science Learning among Junior High School Students: A Case Study

Unnes Science Education Journal · Vol. 13 No. 1 (2024) · pp. 20–32

DOI
10.15294/usej.v13i1.593
ISSN
2502-6232, 2252-6617
Published
2024-05-31
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

A student's motivation influences students' self-regulatory abilities, and significantly impacts their attitude towards scientific concepts, contributing to a more enriched and successful learning experience. This research explores the correlation between motivation and self-regulation in science learning among junior high school students. The research methodology employed in this study adopts a quantitative approach with a survey research design. This research found that the average learning goal orientation is 4.12, task value is 3.97, and self-efficacy is 3.75. The total average for the dimensions of motivation and self-regulation is 3.95 and 3.89 respectively. These scores indicate that the motivation and self-regulation in science learning among junior high school students are categorized at a high level. Furthermore, there is a significant correlation between motivation dimensions (learning goal orientation, task value, and self-efficacy) and self-regulation in science learning. Based on the students’ answers to open-ended questions, they are motivated to learn science because learning science is interesting and fun. Meanwhile, students who feel unmotivated to learn science find it challenging, especially when dealing with formulas and calculations. However, despite the lessons' difficulty, students still try to study because most of them desire to achieve good grades in science lessons.

Keywords

Collaboration network of the authors

40 authors · 93 co-authorship links · 14 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Universiti Sains Malaysia
  • National University of Malaysia
  • Marmara University
  • University of Technology Malaysia
  • North Carolina State University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Bambang SupriatnoIndonesia University of Education3
Eka Cahya PrimaIndonesia University of Education2
Bambang SupritanoAffiliation unknown2
Riandi RiandiIndonesia University of Education2
Fitriyyatul MuslihahAffiliation unknown2
Muhammad Fahriza AmriIndonesia University of Education1
Maslawati Bt. MohamadNational University of Malaysia1
Tengku IdrisIndonesia University of Education1
Topik HidayatIndonesia University of Education1
Mustafa ÇakirMarmara University1
Nur Jahan AhmadUniversiti Sains Malaysia1
Nooraida YakobUniversiti Sains Malaysia1
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia1
W. H. AkmalAffiliation unknown1
Fransisca SudargoIndonesia University of Education1
A. FitrianiAffiliation unknown1
Arif RachmatullahNorth Carolina State University1
Udin SupriadiIndonesia University of Education1
Nurti BudiyantiIndonesia University of Education1
Ghevira Syaharani Aulia MuharamAffiliation unknown1
Irma Rahma SuwarmaIndonesia University of Education1
Mariati Purnama SimanjuntakAffiliation unknown1
Beatrik NovaAffiliation unknown1
Laila Listiana UlyaAffiliation unknown1
Rizky Agassy SihombingIndonesia University of Education1
Ratih Mega Ayu AfifahAffiliation unknown1
Rohim Aminullah FirdausAffiliation unknown1
Insar DamopoliiAffiliation unknown1
Puan Helwa Rezha SorayaAffiliation unknown1
Tasya Oktavia Regita CahyaniAffiliation unknown1
Aulia KhairunnisaAffiliation unknown1
Titin SupriatinAffiliation unknown1
Frinsma LisziaAffiliation unknown1
Shynta Ayinda PuspaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, first harvested 6 Nov 2026, last seen 6 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Exploring the Correlation between Motivation and Self-Regulation in Science Learning among Junior High School Students: A Case Study</dc:title>
	<dc:creator xml:lang="en">Sholahudin, Nabila Putri</dc:creator>
	<dc:creator xml:lang="en">Shofa Nabilah</dc:creator>
	<dc:creator xml:lang="en">Nimas Ayu Lestari</dc:creator>
	<dc:creator xml:lang="en">Adi Rahmat</dc:creator>
	<dc:creator xml:lang="en">Nanang Winarno</dc:creator>
	<dc:creator xml:lang="en">Yanti Hamdiyati</dc:creator>
	<dc:subject xml:lang="en">Motivation</dc:subject>
	<dc:subject xml:lang="en">Self-Regulation</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:description xml:lang="en">A student's motivation influences students' self-regulatory abilities, and significantly impacts their attitude towards scientific concepts, contributing to a more enriched and successful learning experience. This research explores the correlation between motivation and self-regulation in science learning among junior high school students. The research methodology employed in this study adopts a quantitative approach with a survey research design. This research found that the average learning goal orientation is 4.12, task value is 3.97, and self-efficacy is 3.75. The total average for the dimensions of motivation and self-regulation is 3.95 and 3.89 respectively. These scores indicate that the motivation and self-regulation in science learning among junior high school students are categorized at a high level. Furthermore, there is a significant correlation between motivation dimensions (learning goal orientation, task value, and self-efficacy) and self-regulation in science learning. Based on the students’ answers to open-ended questions, they are motivated to learn science because learning science is interesting and fun. Meanwhile, students who feel unmotivated to learn science find it challenging, especially when dealing with formulas and calculations. However, despite the lessons' difficulty, students still try to study because most of them desire to achieve good grades in science lessons.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-05-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/593</dc:identifier>
	<dc:identifier>10.15294/usej.v13i1.593</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 13 No. 1 (2024): April 2024; 20-32</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/593/1105</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Unnes Science Education Journal</dc:rights>
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