Exploring The Self-Regulatory Strategy Of Learning And Level Of Self-Efficacy Beliefs And Task Value Of Physics Students

Abstract

This study looks at the self-regulatory learning approach and its relationship to self-efficacy beliefs and task value in physics students. The purpose of this research is to investigate the elements that influence students' involvement and motivation in the field of physics education. The study's findings suggested that students used self-regulation tools such as goal setting, planning, monitoring, and self-reflection to improve their physics learning outcomes. Furthermore, the findings indicated a positive relationship between students' self-efficacy beliefs and their use of self-regulatory mechanisms, emphasizing the importance of self-beliefs in motivating and directing students' academic endeavors. According to the findings, students' task value perceptions, which include their interest, importance, and utility beliefs about physics, have a considerable impacted on their engagement and motivation in the subject. Students who saw  physics as personally significant and relevant are more likely to use self-regulation skills and have greater levels of self-efficacy.