Motivation as Mediator between Self-Regulated Learning and Academic Performance of Senior High School Students in Distance Learning: Basis for Proposed Metacognitive Strategies

This study focused on the association of self-regulated learning to academic performance, and mediating impact motivation ninety senior high school students in Valenzuela City during online classes. is for administrators, teachers, parents ensure all opportunities are available work together reduce unmotivated learners enables educators provide metacognitive strategies, identify approaches strategies enhance distance learning. More so, this utilized quantitative research design through use standardized questionnaires. The researchers adopted instrument Online Self-regulated Learning Questionnaire (OSLQ) by Lucy Barnard-Brak, Valerie Osland Paton William Y. Lan. Another questionnaire Motivated Strategies (MSLQ) developed Paul Pintrich. correlation analysis result showed that there positive low between performance aspect goal setting, environment structuring, time management, self-evaluation. Structural Equation Modeling total effect outcome which significant. Likewise, predicts at same controlling indirect effect. However, a direct effect, no significant whether turn success an class. supports importance learning, yet need further specific subject areas system practice across varied subjects. Keywords: motivation,