Motivation and self-regulation are widely recognised as key determinants of academic success, particularly in higher education. For learners to engage effectively in their studies, they must understand their learning goals and the motivational drivers behind their behaviours. Self-regulated learning (SRL) encompasses the metacognitive, motivational, and behavioural strategies that learners employ to control their learning processes. This study investigates the influence of motivational beliefs on the use of self-regulated learning strategies among undergraduate engineering students. A quantitative research design was employed, involving a sample of 110 students from 4 main engineering disciplines at Universiti Teknologi MARA (UiTM), Pasir Gudang Campus. Data were collected using a 44-item questionnaire adapted from Pintrich and De Groot (1990), encompassing three sections: demographic information, motivational beliefs, and SRL strategies, measured on a 5-point Likert scale. The findings revealed significant correlations between motivational constructs such as self-efficacy, intrinsic value, and test anxiety and students' application of cognitive and self-regulatory learning strategies. These results highlight the critical role of motivational factors in enhancing SRL practices, offering valuable insights for educators in designing pedagogical interventions that foster motivation and self-directed learning among engineering students.