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Volume 2433, Issue 1
26 October 2022
REGIONAL CONFERENCE IN ENGINEERING EDUCATION (RCEE) & RESEARCH IN HIGHER EDUCATION (RHEd) 2020: RCEE 2020
29–30 September 2020
Johor Bahru, Malaysia
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Research Article| October 26 2022
Chan Choong Foong;
Chan Choong Foong a)
1
Medical Education and Research Development Unit (MERDU), Faculty of Medicine, University of Malaya
, Kuala Lumpur,
Malaysia
a)Corresponding author: foongchanchoong@um.edu.my
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Peng Yen Liew
Peng Yen Liew b)
2
Department of Chemical and Environmental Engineering, Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia
, 54100 Kuala Lumpur,
Malaysia
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Author & Article Information
a)Corresponding author: foongchanchoong@um.edu.my
b)
pyliew@utm.my
AIP Conf. Proc. 2433, 020012 (2022)
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Citation
Chan Choong Foong, Peng Yen Liew; The relationships between academic motivation and academic performance of first-year chemical engineering students. AIP Conf. Proc. 26 October 2022; 2433 (1): 020012. https://doi.org/10.1063/5.0072668
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Academic motivation is linked to benefits in terms of learning effectiveness. This study investigated motivation of pursuing an engineering degree among first year chemical process engineering students. Forty-six students (n=46) who were in their first week of study completed a self-administered online questionnaire, that is the Academic Motivation Scale (AMS). The results showed that students had higher intrinsic motivation, higher extrinsic motivation and lower amotivation upon enrolling into the degree. Next, students’ academic performance in the first semester was collected. Correlations between motivation and academic performance were studied. The results indicate that extrinsic motivation is correlated significantly with academic performance. Recommendations were made to improve teaching and learning effectiveness, using the Self-Determination Theory perspective.
Topics
Chemical engineering, Chemical processes, Students, Learning and learning models, Educational assessment, Teaching
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