Аңдатпа
The purpose of this study was to examine the structural relationship between learning autonomy (LA) and the motivational (self-efficacy [SE], intrinsic value [IV], and test anxiety [TA]) and cognitive-metacognitive (cognitive strategy use and self-regulation [SR]) components of self-regulated learning in physics courses. The study group consisted of 291 undergraduate students taking a physics course at a university in Kazakhstan. Data were collected via online administration of MSLQ and LAQ. After testing the measurement model and then following the two-step process of structural equation modeling, we examined the structural model. According to confirmatory factor analysis, both scales demonstrated acceptable validity in the current study. LA was modeled as second-order latent variable that comprises four factors: self-awareness, difficulty management, planning, and action. Due to poor fit of the initial structural model, theoretically justified modifications were carried out and as a result, the final model demonstrated acceptable overall fit to the data. The results have shown that LA significantly and positively predicts SE (β = .64), IV (β = .60), cognitive strategies (β = .72), and SR (β = .73); and although the link between LA and TA is relatively weak (β = .23), it is still positive and significant. These findings suggest that instructional methods promoting student autonomy in physics education can help develop motivational beliefs and self-regulatory skills of students. Physics educators and curriculum designers are highly recommended to create learner autonomy supportive environments where students will be able to take part in planning, making decisions and assessing their performance.