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This study investigated the relationship between the use of self-regulated learning strategies and perceived utility and self-efficacy in a university physical education class in the context of liberal education, using the case of Tenri University. In total, 83 university students (male = 56, female = 27 ; mean age = 19.29 years, SD = 1.08 years) completed a questionnaire on use of self-regulated learning strategies, perceived utility, and self-efficacy related to physical education classes. First, an exploratory factor analysis of self-regulated learning-strategy use showed a factor structure consisting of one factor in the forethought phase, planning ; of five factors in the performance phase, help-seeking from the teacher, image and self-monitoring, self-talk, help-seeking from a classmate, and effort ; and of one factor in the self-reflection phase, evaluation and reflection. Next, the relationship between the use of self-regulated learning strategies and perceived utility and self-efficacy was examined using the multiple regression analysis. The results showed a significant positive association between perceived utility and self-efficacy for the use of self-regulated learning strategies. This result suggests that perceived utility and self-efficacy promote the use of self-regulated learning strategies in university physical education class within liberal education. |
