Abstract
This study examines the relationship between peer perceived social support, learning approaches and dimensionsin self-regulated learning. This study employed a quantitative method through a survey using questionnaireswhich were distributed to a total of 93 engineering undergraduates from the Universiti Teknikal MalaysiaMelaka. The Revised Study Process Questionnaire, LASSI and Multidimensional Perceived Social Support wereused to measure students’ beliefs about self-regulatory processes, knowledge, learning approaches, andperceived social support from peers. Statistical test for mediation was conducted using a series of regressionanalyses. Results indicate that out of nine dimensions of self-regulated learning, only three dimensions i.e.information processing (r=.22, p<.05), motivation (r=.37, p<.01), and self-testing (r=.32, p<.01) that were foundto be significantly associated with only deep learning approach dimension. Peer perceived social support wasfound to be associated with students’ information processing (r=.31, p<.01) and motivation (r=.26, p<.01). Itshows that peers also have significant role in the development of students’ ability in processing the informationand promote students’ needs of achievement. Based on the findings, the following theoretical and practicalapplications are suggested in order to be applied specifically among engineering undergraduates.
Highlights
The rapid development of the higher learning in Malaysia brings new challenges and opportunities among students and graduates
This study examines the relationship between peer perceived social support, learning approaches and dimensions in self-regulated learning
The following theoretical and practical applications are suggested in order to be applied among engineering undergraduates
Summary
The rapid development of the higher learning in Malaysia brings new challenges and opportunities among students and graduates. The changing technological conditions of human life require individuals to solve a wide range of problems especially for the country well-being. To fulfill these challenging tasks, undergraduates as future leaders must acquire better learning skills to reach their goals in academic achievements. These new challenges make the higher learning and its assets more competitive and dynamic. The academic quality among students in higher education relates to the Ministry of Higher Education’s (MOHE) mission that is to develop a higher education environment that encourages the growth of premier knowledge centers and individuals who are competent, innovative with high moral values in order to meet national and international needs
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