Motivational and Self‐Regulated Learning Profiles of Students Taking a Foundational Engineering Course

Nelson, Katherine G.; Shell, Duane F.; Husman, Jenefer; Fishman, Evan J.; Soh, Leen Kiat

doi:10.1002/jee.20066

Cited by 136 publications

(151 citation statements)

References 67 publications

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“…The U.S. workforce is in need of a large number of well-educated science, technology, engineering and mathematics (STEM) graduates 1 , and education and psychology research has shown that motivation has an effect on student success in STEM fields [2][3][4] . As described by the Future Time Perspective (FTP) theory, motivational attributes have been shown to positively affect student achievement and persistence 5 .…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, Self-Regulated Learning (SRL) has been positively linked with increased self-efficacy of undergraduates 6 . FTP and SRL have often been researched separately, but previous literature has reported that there is a link between these two areas 2,[7][8][9][10][11] . We seek to observe the student experience in terms of FTP and how FTP affects student task-specific behavior in terms of SRL, thus investigating this link for engineering students.…”

Section: Introductionmentioning

confidence: 99%

“…More recently, Simons, Dewitte, and Lens 26 discussed that PI may be a key aspect of student motivation, and the connection between SRL, PI, and FTP has been described in previous literature 27 . While theory and literature has shown connections exist between SRL and FTP, including quantitative studies of engineering students 10,28 , research is lacking to describe the nature of these connections. This pilot study will begin looking qualitatively at why and how engineering students connect their views of the future to the self-regulation of their learning in the present.…”

Section: Introductionmentioning

confidence: 99%

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Future Time Perspective and Self-Regulated Learning: Multiple Case Studies in Industrial Engineering

Chasmar¹,

Benson²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. This research paper is a pilot of a larger, mixed methods study that aims to capture the experience of sophomore engineering students' self-regulated learning (SRL) strategy use and the connections with the student's motivation with respect to the future. The overarching goal of the project is to understand the motivations and attitudes of undergraduate students in engineering, which is vital to answering the call for increasing the number of engineering graduates. Our project aim is to study engineering students' future time perspective (FTP) and how their FTP affects their use of SRL strategies. The quantitative portion of this study describes a cluster analysis of data from a motivation survey that characterizes students' FTP (n=118). The qualitative portion consists of case studies (n=4) which assess connections between students' FTP and SRL use. The cluster analysis showed three clusters of student FTP's. Interviews showed that clustering matched the FTP interview results, a variety of SRL strategy use among FTP's, and connections between FTP and SRL including perceived instrumentality and a timeline of short and/or long term goals. Future work will focus on the connection between FTP and SRL with the intent that practitioners may use this work to create programming related to these themes to increase SRL use among undergraduate engineering students.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Future Time Perspective and Self-Regulated Learning: Multiple Case Studies in Industrial Engineering

Chasmar¹,

Benson²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Self-Regulated Learning Zimmerman and Schunk are credited as being at the center of bringing self-regulated learning into the forefront of discussion [9][10][11] . In turn, Zimmerman and Schunk credit their work to the inspiration of Albert Bandura 12 as well as Paul Pintrich 13 .…”

Section: Metacognitionmentioning

confidence: 99%

Development of PBL Students as Self-Directed Learners

Ulseth¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Iron Range EngineeringRon Ulseth directs and instructs in the Iron Range Engineering program in Virginia, Minnesota and he teaches in the Itasca Community College engineering program in Grand Rapids, MN. He was instrumental in growing the Itasca program from 10 students in 1992 to 160 students in 2010. In 2009, he worked with a national development team of engineering educators to develop the 100% PBL curriculum used in the Iron Range model. He has successfully acquired and managed over $10 million in educational grants including as PI on 7 grants from NSF. He has been in the classroom, teaching more than 20 credits per year to engineering students for more than 25 years. His specific areas of expertise are in active learning, faculty development, and learning community development. How PBL Graduates Experience Self-Directed Learning: A Phenomenographic Study Abstract This research paper describes the study of the impact of a project-based learning (PBL) curriculum on the learners' development of self-directed learning abilities. The motivation for this study is that self-directed learning (SDL) ability is positioned as one of the essential outcomes of engineering education. This can be seen in the following quote from the International Engineering Alliance 1 "The fundamental purpose of engineering education is to build a knowledge base and attributes to enable the graduate to continue learning and to proceed to formative development that will develop the competencies required for independent practice."There are many terms that are used to describe the processes that are desired in and used by individuals when they acquire new knowledge. Metacognition, lifelong learning, selfregulated learning, and self-directed learning are among those terms most commonly used. The commonalities and differences of these concepts are presented in the paper in order to then describe the development of the self-directed learning abilities in undergraduate students.This research is grounded in the prior works of others who have studied the changes of engineering students' SDL abilities across the four to five years of an undergraduate education. Compelling evidence is presented showing that students in a traditional, lecture-based, engineering education experience no significant growth as self-directed learners. Prior studies by multiple researchers indicate students experiencing PBL curricula have experienced significant growth. These studies all used the Self-Directed Learning Readiness Scale (SDLRS), a commercially available tool that has been administered to 120,000 adults and as been used in over 90 PhD studies.The researchers developed a qualitative study in an attempt to characterize how the PBL graduates experienced self-directed learning. 27 PBL graduates were interviewed. A phenomenographic methodology was used to determine how the graduates experience SDL in their engineering practice.The result of the qualitative study is a set of six different "ways of experiencing". In a phenomenography, the "ways of experiencing" are...

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“…Overall, their cognitive and metacognitive skill level is reported as moderate. Recent work by [10] found four classes of regulators among undergraduate students while the work of Nelson, Shell [11] found a five cluster profile when using different quantitative instruments for investigating first-year engineering student SRL.…”

Section: Sub-rq 1: Srl Profilesmentioning

confidence: 99%

The Impact of Teaching Self-Regulated Learning Skills to First Year Engineering Students

McCord

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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This work in progress paper focuses on the development of a pilot student success course focused on developing the self-regulated learning skills of engineering students. Many students enter the engineering disciplines vastly unprepared to be successful in the rigors of engineering academia. Student retention numbers in engineering are low and some researchers attribute this low retention rate to a lack of academic skills needed to be successful. One theoretical framework that describes these needed academic skills is self-regulated learning. Self-regulated learning (SRL) is the process that a learner goes through to enact and sustain cognitive functioning, behaviors, and metacognitive functioning to reach a set goal or goals. SRL is a complex process that includes the learner's beliefs about their own learning, motivations, preexisting knowledge, and cognitive and metacognitive skills. It is a commonly held belief in education that the most effective students in a learning environment are the students who have a high level of awareness about their own knowledge level and take control of their own learning processes; these students are referred to as self-regulated learners. Though there are many different perspectives that provide different views of SRL, in general SRL theorists "view students as metacognitively, motivationally, and behaviorally active participants in their own learning process."A new First Year Studies (FYS) course at the university has been developed specifically for engineering students that focuses on teaching SRL skills. While FYS courses are not new to universities, data has shown that FYS courses are typically underutilized by engineering students, mainly due to their generic nature. Thus, this new course specifically targets engineering students and was designed to meet their needs. A quantitative study was conducted to determine the effectiveness of this new course at developing SRL skills by comparing an experimental and control group of students in a first year engineering course. The experimental group consists of students taking the first year engineering course AND the new FYS course. The control group consists of students only taking the first year engineering course. For the quantitative portion of the study, all participants (control and experimental) were asked to complete a pre and post survey, which consisted of the Motivated Strategies of Learning Questionnaire (MSLQ) and several demographic questions. The MSLQ was used to categorize students as low, medium, and high self-regulated learners. Participant grades in the first year engineering course were also collected to look at the performance of the control and experimental groups. The quantitative data will be used to determine if the FYS 101 course had a significant impact on the SRL skills and performance of the experimental group when compared to the control group. Data collection for this project is on-going and results will be presented in the full paper.

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Motivational and Self‐Regulated Learning Profiles of Students Taking a Foundational Engineering Course

Cited by 136 publications

References 67 publications

Future Time Perspective and Self-Regulated Learning: Multiple Case Studies in Industrial Engineering

Future Time Perspective and Self-Regulated Learning: Multiple Case Studies in Industrial Engineering

Development of PBL Students as Self-Directed Learners

The Impact of Teaching Self-Regulated Learning Skills to First Year Engineering Students

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