CONCEPTUALIZING RELATIONSHIP TEACHERS INTERNAL SUPERVISION, MOTIVATIONAL BELIEFS, AND STUDENT’S SELF-REGULATED LEARNING

The present study examined the correlations of scores for motivational beliefs and self-regulated learning outcomes among 257 undergraduate students business program in Indonesia who responded to Motivational Strategies for Learning Questionnaire. Analysis showed a positive correlation between scores for motivational beliefs and self-regulated learning outcomes but a negative one for scores on test anxiety and self-regulated learning. This study also examines the effect of internal mentoring teachers to motivational beliefs and self-regulated learning. The result of this study indicated that student self-regulated learning related to career development dimension and role modeling in the internal mentoring or teaching supervision and self-efficacy and intrinsic values in motivational beliefs. In addition, self-regulated learning is more influenced by the self-efficacy and intrinsic values rather than internal mentoring supervisors or teachers. Test anxiety does not affect self-regulated learning, but negative associated significantly with self-efficacy. Various discussions on the matter presented in this study.