Abstract

• The main purpose of this study was to investigate high school students' motivated strategies for learning and student engagement. Descriptive survey method and quantitative research designed were used. A total of 435 students (Grade10 and 11) from 5 districts in Yangon region. The Motivated Strategies for Learning Questionnaire (MSLQ) and Student Engagement Instrument (SEI) were used as the research instrument. The alpha value for MSLQ and SEI were (.757) and (.780) respectively. In this study, female had significant higher mean scores in motivated strategies for learning than male. And, STEAMS 1 (Bio:) students were significant higher mean scores in expectancy component than STEAMS 2 (Eco:) students. Then, STEAMS 2 (Eco:) students were significant higher mean scores in affect component than STEAMS 1 (Bio:) students. Moreover, students from school 5 were significant higher mean scores in motivated strategies for Learning than those from school 1, 2, 4 and 7. Again, female were significant higher mean scores in student engagement than male. And, there were no significant differences in student engagement by subject combination. But, STEAMS 2 (Eco:) students were significant higher mean scores in teacher-student relationships than STEAMS 1 (Bio:) students. Besides, students from school 5 were significant higher mean scores in student engagement than those from school 2 and 7. The results indicated that high school students' motivated strategies for learning were moderate positively related with student engagement (r= .672, p< 0.001). It can be said that the higher the high school students' motivated strategies for learning, the higher the student engagement. By the regression analysis, adjusted R2 was .519. The value, expectancy and resource management were the strong predictor of student engagement. This study could be used by Department of Basic Education (DBE) to support for improving high school students' motivated strategies for learning and student engagement.