Assessing the Impact of Motivational Beliefs and Selfregulated Learning on Writing Proficiency among BSED English Major Students: A Performance- based Assessment

This study examined the relationship between motivational beliefs, self-regulated learning on the writing proficiency among BSED English major students at Kapalong College of Agriculture, Sciences, and Technology. The participants of the study were BSED English major students from the first to the fourth-year levels. Utilizing quantitative correlational research design, we gathered data through a survey questionnaire to assess motivational beliefs and self-regulated learning, while writing proficiency was evaluated using a rubric. Based on the results of the study, the level of motivational beliefs was 3.63% (high), the level of self-regulated learning was 4.27% (very high), and the level of writing proficiency among BSED English major students was 76.66% (moderate). However, correlational analysis revealed no significant relationship between motivational beliefs, self-regulated learning, and writing proficiency. Furthermore, none of the individual domains showed a significant relationship with writing proficiency. These findings suggested that motivational beliefs and self-regulated learning may not be the primary determinants of writing proficiency among BSED English major students. Instead, other factors, such as language exposure, instructional strategies, and writing practice, may play a more critical role.