Proceedings of the IETEC’ͳͳ Conference, Kuala Lumpur, Malaysia, Copyright © Nazura, Hadgraft, Prpic & Alias, ʹͲͳͳ Learning Strategy, Motive and Intention: Predicting Academic Performance of Engineering Undergraduates. Aini Nazura PAIMIN, Roger HADGRAFT, J.Kaya PRPIC & Maizam ALIAS Learning strategy, motive and intention: predicting academic performance of engineering undergraduates Aini Nazura PAIMIN The University of Melbourne Melbourne, Australia nazura@uthm.edu.my Roger HADGRAFT The University of Melbourne Melbourne, Australia roger.hadgraft@unimelb.edu.au Kaya PRPIC The University of Melbourne Melbourne, Australia kaya.prpic@unimelb.edu.au Maizam ALIAS Universiti Tun Hussein Onn Malaysia Parit Raja, Malaysia maizam@uthm.edu.my ABSTRACT This paper presents an empirical study aimed at exploring the relationship between entry qualification, learning strategy, learning motive, learning intention and academic performance of engineering undergraduates at a Malaysian University. Participants consisted of 129 final year engineering undergraduates who completed a background questionnaire, the Study Process Questionnaire (R- SPQ-2F) scale and the Learner Autonomy Profile (LAP-SF) scale. Results of Pearson Correlation analyses showed a strong correlation between strategy, motive and intention of these engineering undergraduates. Consistent with the theory, results of path analyses reveal that learning strategy did not have a direct relationship with learning intention unless mediated by learning motive. The finding also validates the use of the matriculation result in Malaysia as a prerequisite qualification for entry into the engineering course. Keywords: learning strategy, motivation, intention,