Abstract

The purpose of this study is to determine whether or not motivational beliefs and self-regulated learning strategies are significant predictors of high school students' reading performance. The sub-scales used for the motivation scale were intrinsic goal orientation, extrinsic goal orientation, task value, and self-efficacy for learning and performance; while the sub-scales for the cognitive learning strategies were cognitive strategies (rehearsal, elaboration, organization, critical thinking) and meta-cognitive self-regulation (planning, monitoring, and evaluating). The study group comprised 107 grade 9 students at Bahir Dar. The instruments employed were questionnaire, interview and tests; therefore, both qualitative and quantitative methods were applied to analyze the data. The results showed that only students' cognitive strategies were significant predictors of high school students’ reading performance.

Key words: Self-regulation, cognitive strategies, motivational components, meta-cognitive self-regulation, self-regulated learning strategies.