<![CDATA[An Investigation of the relationship among metacognition, student’s self regulated learning and learning motivation. The purpose of this study is to examine the relationships among metacognition, self-regulation, and learning motivation. The sample of study consists of 130 secondary education students who were enrolled in different programs at Bandar Lampung, in Lampung. In this study, Metacognitive Learning Inventory-Science Scale adapted from An & Co (2014) was used. The relationships among metacognition (a), self-regulation (b), and learning motivation (c) were examined using correlation analysis and the hypothesis model was examined using multiple regression analysis. In correlation analysis, metacognition, and self-regulation were found positively (respectively r (a-b) = 0,430; r(a-c) = 0,584; r(b-c) = 0,497; p < 0,01). According to results metacognition was predicted positively by self-regulation and learning motivation (respectively R2 (a-b) = 18,5%; R2 (a-c) = 34,1%; R2 (b-c) = 24,1%). Keywords:metacognition, self-regulation, learning motivationDOI: http://dx.doi.org/10.23960/jpp.v7.i1.201701 ]]>
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