Muhammad Nur Wangid
This study focuses on the aspect of self-motivation as an influential part of the implementation of forethought in self-regulated learning. Self-motivation consists of self-efficacy, intrinsic interest, goal orientation, outcome expectations, and activation of knowledge. This study was conducted by providing a scale of self-motivation and forethought in self-regulated learning. The results showed that not all aspects of self-motivation have a significant impact on the implementation of self-regulated student learning. Goal orientation had a significant impact on the implementation of students' self-regulation, followed by self-efficacy, activation of knowledge, outcome expectations, and intrinsic interest/value. This means that knowledge of learning goals is a crucial factor for encouraging self-regulated learning. Furthermore, self-efficacy had the role of arousing the psychic energy to act after learning needs and obligations (self-regulated learning). The process and rationalisation of the findings are discussed in this article. © 2020, Primrose Hall Publishing Group.
Educational Psychology and Guidance Department, Universitas Negeri Yogyakarta, Indonesia
