A Comparative Study of Motivation and Learning Strategies: Student Motivation Can Influence Student Learning Strategies in Bangladesh

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Bangladesh context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in Bangladeshi school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 150 higher secondary students randomly selected from urban and rural areas of Bangladesh and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; two predictor variables of student motivation could significantly predict learning strategies; and Control of learning beliefs components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including control of learning beliefs and self-efficacy for learning components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.