The Role of Learning Approaches as Mediator between Peer Social Support and Self-Regulated Learning among Engineering Undergraduates

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<.05), motivation (r=.37, p<.01), and self-testing (r=.32, p<.01) that were found to be significantly associated with only deep learning approach dimension. Peer perceived social support was found to be associated with students ’ information processing (r=.31, p<.01) and motivation (r=.26, p<.01). It shows that peers also have significant role in the development of students ’ ability in processing the information and promote students ’ needs of achievement. Based on the findings, the following theoretical and practical applications are suggested in order to be applied specifically among engineering undergraduates