Fostering motivation in undergraduate chemical engineering studies is crucial for students, as it plays a pivotal role in curriculum implementation and significantly influences teaching-learning situations. Positive motivational beliefs correlate with higher levels of self-regulated learning, and the development of learners' self-regulated learning skills is linked to improved understanding of the subject area and enhanced learning efficiency. This study investigate how motivational beliefs affect chemical engineering students' self-regulated learning practices. For this purpose, a quantitative survey using five Likert scales was used for 113 chemical engineering students at the Universiti Teknologi MARA (UiTM), Pasir Gudang campus. The survey is divided into three components: the first collects demographic data, while the second and third sections each with 22 items, concentrate on self-regulated learning process and motivating belief, respectively. The finding reveals that motivated beliefs and self-regulated learning have a strong, beneficial relationship. Positive correlations indicate that people who have a positive outlook on their motivating beliefs are more likely to use cognitive techniques that work and to exhibit proactive self-regulatory behaviours during the learning process. Thus, tailoring instructional methods and interventions to cultivate a positive mindset among students can significantly enhance academic performance. By doing so, students are more likely to actively engage in learning tasks and persist in overcoming challenges.
Adaramola, A. (2022). Contextualized Self-Regulated Learning: Chemical Engineering Student's Learning Experience in a Materials and Energy balance course. ASEE 2022 Annual Conference: Excellence through Diversity. Minneapolis: American Society for Engineering Education.
Anais, M., Hojas, A., Bustos, A., Letelier, C., Zuzulich, M., Cabieses, B., & Zubiaguirre, M. (2012). Motivational and Cognitive Learning Strategies Used by First-Year Engineering Undergraduate Students at Universidad Católica in Chile. Creative Education, 3, 811-817. doi: 10.4236/ce.2012.326121
Alpay, E., Ahearn, A. L., Graham, R. H., and Bull, A. M. J. (2008) Student enthusiasm for engineering: charting changes in student aspirations and motivation. Eur. J. Eng. Educ. 33(5-6): 573–585. https://doi.org/10.1080/03043790802585454
Barry, J. Z. (2008). Investigating Self-Regulation and Motivation: Historical Background Methodological Developments, and Future Prospects. American Educational Research Journal Manth 2008, Vol. 45, No. 1, pp. 166 –183.https://doi.org/10.3102/0002831207312909
Eccles, J. S., and Wigfield, A. (2002) Motivational beliefs, values, and goals. Annu. Rev. Psychol. 53: 109–132. DOI:10.1146/annurev.psych.53.100901.135153
Filgona, J., Sakiyo, J., Gwany, D. M., and Okoronka, A. U. (2020) Motivation in Learning. Asian Journal of Education and Social Studies. 10(4), p16-37
Foong, C. C., & Liew, P. Y. (2022) The Relationships between Academic Motivation and Academic Performance of First-Year Chemical Engineering Students. Regional Conference in Engineering Education (RCEE) & Research in Higher Education (RHEd) 2020. AIP Conf. Proc. 2433, 020012-1–020012-10; https://doi.org/10.1063/5.0072668
Foong, C. C., Liew, P. Y., & Lye, A. J. (2022). Changes in motivation and its relationship with academic performance among first year chemical engineering students. Education for Chemical Engineers, 70-77.
Godwin, A., & Bourdouris, W. B. (2020). Fostering motivation for chemical engineering students’ academic success: an example from a sophomore materials and energy balances course. Chemical Engineering Education. Vol. 54(3), p-121-128
Ocak, G., Karafil, B., & Akar, F. (2022) Exploring the Relationship between Self-Regulation Skill and Test Anxiety Level of Secondary School Students. Bulletin of Education and Research. December 2022, Vol. 44, No.3 pp. 55-76
Ibrahim, Y. E., Salman, A., El-Brawany, M., & Abdel-Magid, I. M. (2009) Motivation and Persistence in Engineering Education: A Case Study at King Faisal University, Dammam Campus, KSA. In Proceedings of the 1st International Conference on Engineering Education (ICEE2009), Engineering and Technology Education: Challenges of Globalization, Al-Madina, Saudi Arabia, 6–17 May 2009.
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Kong, S.-C., & Lin, T. (2023). Developing self-regulated learning as a pedagogy in higher education. An institutional survey and case study in Hong Kong. Heliyon, E22115.
Lestariningsih, D., Nurlaela, L., & Mariono, A. (2018). The Impact of Self-Regulated Learning to Wards on The Ability to Understand A Concept of Practical Chemical Engineering Operation. 10.2991/icei-17.2018.24.
Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13(2), 177–189. https://doi.org/10.1016/S0959-4752(02)00019-1
Li, S., Chen, G., Xing, W., Zheng, J., & Xie, C. (2020). Longitudinal clustering of students’ self-regulated learning behaviors in engineering design . Computers & Education, 103899.
Marcou, A., & Philippou, G. (2005). Motivational beliefs, self-regulated learning and mathematical problem solving. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education. 3, pp297-304
Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychology, 36, 89-101.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Soltani, A., & Askarizadeh, G. (2021). How students’ conceptions of learning science are related to their motivational beliefs and self-regulation. Learning and Motivation, 101707.
Tavakoli, A. M., Bahonar, E., Rafie, F., & Mohammadi, P. (2020). Investigating the relationship between motivational beliefs and self-regulation learning with students’ academic performance. Journal of Advanced Pharmacy Education & Research| Jan-Mar, 10(S1), 149.
Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practices, 41(2), 64-70.Zurina md Nen, Nur Zafifa Kamarunzaman, Muhamad Fuad bin Abdul Karim, Thenmolli Vadeveloo, Alice Shanthi (2023) Exploring the relationship between motivational belief and self-regulated learning. International Journal of Social Science Research. Vol 11, No.1 p.43 – 60.
(Samah et al., 2024)
Samah, N. A. A., Muhamad, S. H. A., Hambali, N., & Rahmat, N. H. (2024). Exploring the Relationship between Motivational Beliefs on Self-Regulated Learning Strategies among Chemical Engineering Students. International Journal of Academic Research in Business and Social Sciences, 14(6), 1612–1630.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
