Differences in self-regulated learning strategies among industrial design students: A convergent mixed-methods study

Abstract

The value of self-regulated learning skills for academic achievement has been shown in different domains. However, self-regulated learning skills in design studio education have rarely been studied directly. This study aimed to explore differences in self-regulated learning strategies and motivational factors between high and low achieving industrial design students in an industrial design studio course. We applied a convergent mixed methods design with self-report questionnaires and interviews to gain a comprehensive understanding of students' strategy use. The integrated analysis of quantitative data from 47 students and qualitative data from 16 students demonstrated differences between high and low achieving design students' self-regulated learning skills concerning the use of metacognitive, motivational and behavioral strategies. Together with the expanded integration of data analysis, these findings indicate that self-regulated learning examinations should be undertaken with caution in design studio contexts.

Exploring the impact of self-regulated learning intervention on students' strategy use and performance in a design studio course

“…Design students’ reliance on studio instructors and other external factors hinder their progress (Ates-Akdeniz & Turan, 2022 ). The first session of the intervention was intended to be a break point when students became aware of their dependence on others.…”

“…Unfair public criticism could cause students to lose confidence in their design abilities (Powers, 2006 ). Low-achieving design students in particular prize studio success as positive critique and are vulnerable to harsh criticism (Ates-Akdeniz & Turan, 2022 ), to which they may respond by losing interest in their studies. Low-achieving design students also tend not to seek help from others to avoid feeling demoralized.…”