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The purpose of this study is to determine students’ levels of self-regulated learning by adjusting MotivatedStrategies for Learning Questionnaire (MSLQ) developed by (Pintrich et al., 1993). This study involved 436undergraduate students. The validity of instrument used was checked by convergent validity and discriminatevalidity in Structural Equation Modeling. The reliability of scale was measured by internal consistency analyseswhilst students’ levels of self-regulated learning detected by descriptive analyses involving percentage,frequency, means, t-tests and standard deviation . As a result it can be concluded that MSLQ is recognized as avalid and reliable scale in order to examine levels of self-regulated learning among university students inMalaysia. Besides, the students’ self-regulated learning strategies are found to be generally in the middle range;their highest level of skills being Effort regulation, whereas the lowest skill is Metacognitive strategies. Thestudents’ level of self-regulated learning in social sciences faculties was significantly lower than students inscience faculties.

Motivation to Use Self-Regulated Learning Strategies in Learning Management System amongst Science and Social Science Undergraduates