The Mediating Role of Science Motivation between the Relationship of Self-Regulated Learning Strategies and Students’ Achievement in General Science

This study investigates the function of science motivation as a mediator in the link between self-regulated learning practices and general science success among junior high school students in the Cateel districts of the Philippines. The research examines the degrees of self-regulation learning strategies, motivation, and academic achievement to grasp the complex interplay between these variables in Science education. Data was collected via a survey to measure students’ usage of learning techniques and motivation in Science learning. The findings show that students use highly self-regulated learning techniques, notably in cognitive, metacognitive, and resource management domains. Science motivation appears as an important moderator in the link between self-regulated learning practices and academic accomplishment. The study emphasizes the necessity of developing students’ intrinsic drive to increase their engagement and performance in scientific education. Recommendations are provided for educators, policymakers, and future researchers to enhance self-regulated learning, intrinsic motivation, and academic achievement in scientific education. This study adds to the current body of evidence about successful teaching approaches and student outcomes in scientific education, highlighting the importance of motivation and self-regulated learning in improving students’ academic performance and learning experiences.