Self-regulated Learning Profiles among Engineering Students: A case study
DOI:
https://doi.org/10.21834/e-bpj.v10iSI34.7468Keywords:
self-regulated, academic achievement, self-efficacy, MSLQAbstract
This study addresses a gap in self-regulated learning (SRL) research within Malaysian engineering education. Using the Motivated Strategies for Learning Questionnaire (MSLQ) and Cumulative Grade Point Average (CGPA) data from 320 students (yielding a 63.37% response rate), this study examined SRL profile differences between higher/lower achievers and males/females. Higher achievers demonstrated significantly greater self-efficacy and metacognitive self-regulation. Females reported higher overall SRL than males. Crucially, SRL significantly predicted 53.7% of the CGPA variance. Regression analysis identified self-efficacy (β = .252), metacognitive self-regulation (β = .567), and test anxiety (β =- .113) as key predictors. Future research should explore SRL development factors and intervention efficacy in this population.
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