Exploring the Relationship between Motivational Beliefs on Self-Regulated Learning Strategies among Chemical Engineering Students

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.