Investigating the influence of motivational strategies on accounting students' metacognitive self-regulated learning: The case of e-flipped classrooms

The purpose of this chapter is to investigate the relationship between students' motivational strategies and the metacognitive self-regulated learning (SRL) strategies and to examine whether students' reported use of motivational strategies influence their metacognitive self-regulation in the e-flipped classroom (eFC). Respondents were 151 students from a second-year course. Data were collected using an online questionnaire consisting of five scales representing each variable adopted from Pintrich's motivated strategies for learning questionnaire. The research data were analysed using Pearson correlation and hierarchical regression analysis with the SPSS application. The findings in this chapter confirmed that the value component and the expectancy component of students' motivational learning strategies were significantly and positively correlated with students' metacognitive SRL strategies. This chapter also finds that the intrinsic goal orientation and self-efficacy for learning and performance were the significant predictors of students' metacognitive SRL strategies.