The role of learning approaches as mediator between peer social support and self-regulated learning among engineering undergraduates

Abstract

This study examines the relationship between peer perceived social support, learning approaches and dimensions in self-regulated learning. This study employed a quantitative method through a survey using questionnaires which were distributed to a total of 93 engineering undergraduates from the Universiti Teknikal Malaysia Melaka. The Revised Study Process Questionnaire, LASSI and Multidimensional Perceived Social Support were used to measure students’ beliefs about self-regulatory processes, knowledge, learning approaches, and perceived social support from peers. Statistical test for mediation was conducted using a series of regression analyses. Results indicate that out of nine dimensions of self-regulated learning, only three dimensions i.e. information processing (r=.22, p