摘要：This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics.The study employed a descriptive research design.The participants were 238 ninth grade students in the Sultanate of Oman.The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation.Academic achievement was reflected by the total score obtained in mathematics.Results revealed statistically positive relationships of self-regulated learning with intrinsic motivation, extrinsic motivation, task value, control of learning beliefs, self-efficacy and academic achievement.Test anxiety was found to be negatively related to self-regulated learning.The study offers insights on how to develop effective instructional strategies to enhance students' self-regulated learning skills.
