Exploring the influence of motivation and platform perceptions on self-regulated learning in a micro-credential module

Micro-credentials have grown rapidly in higher education as short, competency-based learning pathways that certify specific skills through digital credentials. In Malaysia, initiatives led by the Ministry of Higher Education (MOHE) and the Malaysian Qualifications Agency (MQA) have positioned micro-credentials as a central component of the national lifelong learning agenda. While many higher education institutions have adopted micro-credentials to enhance employability and digital competencies, there remains limited empirical research on how Malaysian students engage with these platforms and the factors that influence their learning behaviours. This empirical study investigates the relationships among student motivation, platform perception, and self-regulated learning (SRL) behaviours among 213 students enrolled in Universiti Teknologi MARA’s (UiTM) Kickstart Your Social Media Journey micro-credential course. Self-regulated learning refers to learners’ ability to plan, monitor, and reflect on their learning progress to achieve academic goals. Employing a quantitative, cross-sectional design, data were collected through an online questionnaire and analysed using Pearson correlation and multiple regression analyses. Results reveal strong positive relationships among all three variables. Both motivation and platform perception significantly predict SRL, jointly explaining 51% of the variance in students’ learning behaviours. Platform perception (β = .386) emerged as a slightly stronger predictor than motivation (β = .362), highlighting the importance of an engaging, intuitive, and supportive platform in fostering active, self-directed learning. The findings offer evidence-based insights into how Malaysian learners engage with micro-credential platforms and carry practical implications for institutions seeking to design more effective, student-centred digital learning environments.