Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences

Abstract The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collected through an online questionnaire from 70 university students in Poland who had completed or were participating in SA. The questionnaire contained scales measuring motivated learning behavior, self-efficacy and SRSU before, during and after SA. Descriptive and inferential statistics were used to explore the three constructs. In addition, cluster analysis was employed to profile participants with respect to the IDs under investigation. The results demonstrate that: (1) while participants reported high motivated behavior and self-efficacy, SRSU at all stages was initiated by students, (2) the ability to successfully self-regulate one’s learning determined motivated learning behavior, and (3) for 50% of participants high levels of the attributes under investigation coincided, thus potentially increasing learning outcomes. The main implication of the study is that students need to be trained in SRSU if they are to make the most of the SA experience.