Determinants of Learning Strategies among University Undergraduates in the Malaysian Technical University Network: Self-Efficacy as a Mediator
Abstract
This conceptual paper investigates the determinants influencing learning strategies among undergraduates at Malaysian Technical University Network (MTUN) institutions, with a focus on the mediating role of self-efficacy. Grounded in Albert Bandura's Self-Efficacy Theory, which posits that individuals' beliefs in their capabilities significantly impact their motivation and actions, the study explores how key factors such as self-motivation and self-awareness shape learning strategies. A quantitative approach is employed, utilizing structured questionnaires to collect data from a sample of 380 undergraduates across four MTUN universities. The data will be analyzed using SmartPLS, a robust tool for partial least squares structural equation modeling (PLS-SEM), to rigorously assess the relationships between the identified determinants and learning strategies, particularly emphasizing the mediating role of self-efficacy. The findings are expected to enhance the theoretical understanding of learning behaviors in higher education and provide practical recommendations for educators and policymakers to improve student learning outcomes. Future research should explore additional factors influencing learning strategies to further refine and expand the model.
References
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Rayner, H., & Hackston, J. (2018). Personality and self-awareness. A research study from. The Myers-Briggs Company. Retrieved from https://ap.themyersbriggs.com/content/Personality_and_self-awareness_research_TheMyersBriggsCo_2018.pdf
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Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.
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Thomasson, A. L. (2006). Self-awareness and self-knowledge. PSYCHE: An Interdisciplinary Journal of Research on Consciousness 12(2), 1-15. Retrieved from https://journalpsyche.org/files/0xaaf2.pdf
Tshong, P. K., & Yasin, R. M. (2023). TVET educational learning strategies and their impact on students: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 13(11), 1790-1813. http://dx.doi.org/10.46886/IJARBSS/v13-i11/7587
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315–327). New York: Macmillan.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
Arabsarhangi, M., & Noroozi, I. (2014). The relationship between self-awareness and learners’ performance on different reading comprehension test types among Iranian EFL elementary learners. Theory and Practice in Language Studies, 4(4), 675–685. https://doi.org/10.4304/tpls.4.4.675-685
Bandura, A. (1978). Self-Efficacy: Toward a unifying theory of behavioral change. Advances in Behavior Research and Therapy, 1(4), 139-161. https://doi.org/10.1016/0146-6402(78)90002-4.
Biber, T. B. (2022). Self-regulated learning strategies used by students to prepare mathematics exams. International Journal of Progressive Education, 18(4), 223–238. https://doi.org/10.29329/ijpe.2022.459.16
Caldwell, C., & Hayes, L. A. (2016). Self-efficacy and self-awareness: Moral insights to increased leader effectiveness. Journal of Management Development, 35(9), 1163-1173. https://doi.org/10.1108/JMD-01-2016-0011
Conley, D. T. (2014). Learning strategies as metacognitive factors: A critical review. educational policy improvement centre. Retrieved from https://files.eric.ed.gov/fulltext/ED593387.pdf
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346. https://doi.org/10.1080/00461520.1991.9653137
Duval, T. S., & Silvia, P. J. (2002). Self-awareness, probability of improvement, and the self-serving bias. Journal of Personality and Social Psychology, 82(1), 49–61. https://doi.org/10.1037/0022-3514.82.1.49
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2005). Multivariate data analysis (6th ed.). Pearson Prentice Hall.
Hill, R. (1998). Interpersonal computing and technology: An electronic journal for the 21st Century. Interpersonal Computing and Technology, 2(3)-1-16. Retrieved from http://echo.iat.sfu.ca/library/Interpersonal_Computing_PD.pdf
Kementerian Pengajian Tinggi (2024). Statistik Pendidikan Tinggi 2021. Retrieved from https://www.mohe.gov.my/muat-turun/statistik/2021-1/857-statistik-pendidikan-tinggi-2021/file
Mohd Zaid, N. N., Mat Isa, N., & Afnizul, A. N. (2021). Academic procrastination among university undergraduates: Role of self-efficacy and self-motivation. Selangor Humaniora Review, 5(1), 84-92. Retrieved from https://share.journals.unisel.edu.my/ojs/index.php/share/article/view/128
Mukaka, M. (2012). A guide to appropriate use of correlation coefficient in medical research. Malawi Medical Journal, 24, 69-71. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3576830/
Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38(1), 30–38. https://doi.org/10.1037/0022-0167.38.1.30
New Straits Times (2024). (Updated) Low interest in STEM worrying, says PM. Retrieved from https://www.nst.com.my/news/nation/2024/03/1030619/updated-low-interest-stem-worrying-says-pm
Odanga, S. (2018). Strategies for increasing students’ self-motivation. Asian Research Journal of Arts & Social Sciences, 6(4), 1–16. https://doi.org/10.9734/arjass/2018/41354
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.3102/00346543066004543
Pérez-Navío, E., Gavín-Chocano, Ó., Checa-Domene, L., & Prieto, M. G. V. (2023). Relationship between learning strategies and motivation of university students. Sustainability (Switzerland), 15(4), 3497. https://doi.org/10.3390/su15043497
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
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. http://dx.doi.org/10.1037/0022-0663.82.1.33
Pressley, M., Woloshyn, V., Lysynchuk, L. M., Martin, V., Wood, E., & Willoughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2(1), 1-27. https://doi.org/10.1007/BF01323528
Purwanti, I. Y., Wangid, M. N., & Pratiwi, C. (2022). Academic self-awareness, self-regulation and academic burnout among college students. Proceedings of the International Seminar on Innovative and Creative Guidance and Counseling Service (ICGCS 2021), Atlantis Press.
Rayner, H., & Hackston, J. (2018). Personality and self-awareness. A research study from. The Myers-Briggs Company. Retrieved from https://ap.themyersbriggs.com/content/Personality_and_self-awareness_research_TheMyersBriggsCo_2018.pdf
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–31). Academic Press. https://doi.org/10.1016/B978-012750053-9/50003-6
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON.
The Star (2023). Boost TVET uptake. Retrieved from https://www.thestar.com.my/news/education/2023/04/02/boost-tvet-uptake
Thomasson, A. L. (2006). Self-awareness and self-knowledge. PSYCHE: An Interdisciplinary Journal of Research on Consciousness 12(2), 1-15. Retrieved from https://journalpsyche.org/files/0xaaf2.pdf
Tshong, P. K., & Yasin, R. M. (2023). TVET educational learning strategies and their impact on students: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 13(11), 1790-1813. http://dx.doi.org/10.46886/IJARBSS/v13-i11/7587
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315–327). New York: Macmillan.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284-290. https://doi.org/10.1037/0022-0663.80.3.284
Published
2024-11-01
How to Cite
SARAIH, Ummi Naiemah et al.
Determinants of Learning Strategies among University Undergraduates in the Malaysian Technical University Network: Self-Efficacy as a Mediator.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 3, p. 561-571, nov. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/28050>. Date accessed: 07 dec. 2024.
Section
English Section
