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Abstract
To find out whether motivational orientation and self-regulatory strategies to learn have a cross-cultural significance, this study used the MSLQ scale to investigate 143 pre-service teachers from India and 200 pre-service teachers from the US. It studied the relationship and difference between motivation and self-regulatory strategies in academic learning across countries, and the contribution of each to the prediction of achievement. Regression indicated that intrinsic goal orientation, self-efficacy, and rehearsal predicted academic achievement in US, while self-efficacy and peer learning predicted academic achievement in India.
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