The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones, Brett D.; Epler, Cory M.; Mokri, Parastou; Bryant, Lauren H.; Paretti, Marie C.

doi:10.7771/1541-5015.1344

Cited by 112 publications

(106 citation statements)

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“…One means to accomplish this is to ask students to complete a self-report questionnaire with items related to each of the MUSIC model components. To do this, some researchers have pieced together scales from various instruments to assess students' perceptions of the MUSIC model T 28 Jones-Validation of the MUSIC Model components after instruction (e.g., Jones, 2010;Jones, Epler, Mokri, Bryant, & Paretti, 2013;Jones, Watson, Rakes, & Akalin, 2012;McGinley & Jones, 2014); however, using a variety of instruments is not ideal for several reasons. For example, the instruments tend to be written by different individuals at different times for different purposes.…”

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confidence: 99%

A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

Jones

Li²,

Cruz³

2017

IJEP

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The purpose of this study was to examine the extent to which Chinese and Spanish translations of the College Student version of the MUSIC ® Model of Academic Motivation Inventory (MUSIC Inventory; Jones, 2012) demonstrate acceptable psychometric properties. We surveyed 300 students at a university in China and 201 students at a university in Colombia using versions of the MUSIC Inventory that were translated into Chinese and Spanish, respectively. To assess the psychometric properties of the inventory, we examined: (a) the internal consistency reliabilities for all of the scales, (b) the fit indices and factor loadings produced from confirmatory factor analysis, and (c) correlations between the MUSIC Inventory scales and behavioral and cognitive engagement. The results provide evidence that the Chinese and Spanish translations of the MUSIC Inventory demonstrate acceptable psychometric properties for use with undergraduate students. Therefore, instructors and researchers can use the translated inventories to assess students' perceptions of the five MUSIC ® Model of Motivation components. ResumenEl propósito de este estudio era determinar en qué medida se cumplían las propiedades sicométricas de las traducciones al dhino y al español de la versión para estudiantes universitarios del cuestionario de motivación académica MUSIC (MUSIC Inventory; Jones, 2012). Encuestamos 300 estudiantes de una universidad en China y 201 estudiantes de una universidad en Colombia usando versiones del cuestionario MUSIC traducidas al chino y al español, respectivamente. Para medir las propiedades sicométricas del cuestionario, examinamos: a) La confiabilidad de consistencia interna para todas las escalas b) los índices de ajuste y peso de los factores producidos a partir de un análisis factorial confirmatorio, y (c) las correlaciones entre las escalas del cuestionario MUSIC y el involucramiento conductual y cognitivo. Los resultados proveen evidencia que tanto las traducciones al chino como al español del cuestionario MUSIC demuestran aceptables propiedades sicométricas para su uso con estudiantes de pregrado. Por tanto, profesores e investigadores pueden usar los cuestionarios para medir las percepciones de los estudiantes de los 5 componentes del modelo de motivación académica MUSIC. Palabras clave: Modelo de motivación académica MUSIC, involucramiento, evaluación, motivación de estudiantes

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confidence: 99%

A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

Jones

Li²,

Cruz³

2017

IJEP

Self Cite

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“…components after instruction (e.g., Jones, 2010;Jones, Epler, Mokri, Bryant, & Paretti, 2013;Jones, Watson, Rakes, & Akalin, 2012;McGinley & Jones, 2014); however, using a variety of instruments is not ideal for several reasons. For example, the instruments tend to be written by different individuals at different times for different purposes.…”

Section: T 28 Jones-validation Of the Music Modelmentioning

confidence: 99%

Full Issue February 2017

Editors¹

2017

IJEP

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The study of violence and bullying in schools is a line of scientific research that has contributed significantly to knowledge on human aggressiveness, especially in children and adolescents. This article shows that there are two patterns of aggressive behavior: proactive and reactive. Both are present in bullying, as are other psychological aspects pertaining to the individuals involved, such as basic personality traits, self-esteem and values. This study links both proactive and reactive behavioral patterns to involvement and non-involvement in school bullying. The results reveal that basic personality traits, such as neuroticism, have a direct impact on proactive and reactive bullying, as do the social and individual dimensions of self-esteem and social and moral values. These findings confirm that variables relating to personal and social values are, in turn, related to proactive and reactive aggressive behavior in bullying for those involved and not involved in bullying. However, they also highlight that while aggressors engage in more proactive aggressive behavior, reactive aggression is more frequent among victims.Keywords: Aggressive Behavior, Bullying, Personality Traits, Self-esteem and Values Psychology, Vol. 6 No. 1 February 2017 pp. 1-24 IJEP -International Journal of Educational ResumenLa investigación sobre violencia escolar y bullying ha resultado ser una línea de de trabajo científico que ha contribuido de forma importante a los estudios sobre agresividad humana, especialmente en los años de la niñez y la adolescencia. El trabajo que este artículo presenta revela que la conducta agresiva en sus dos patrones básicos: conducta agresiva proactiva y conducta agresiva reactiva tienen presencia en el fenómeno bullying, así como otros aspectos de la psicología de los implicados (por ej. Aspectos básicos de personalidad, la autoestima, y los valores. Este estudio relaciona ambos patrones (reactivo y proactivo) con la implicación o no implicación en acoso escolar. Los resultados manifiestan que aspectos básicos de la personalidad, como el neuroticismo, inciden en la implicación en bullying tanto de forma proactiva como de forma reactiva, al igual que la autoestima y los valores sociomorales en sus dimensiones social e individual. Los resultados obtenidos en este trabajo confirman que las variables relativas a valores personales y sociales están relacionadas con la agresión reactiva y proactiva en bullying, tanto para la implicación como para la no implicación en el mismo, aunque se destacan como los agresores muestran una mayor presencia del patrón agresivo pro-activo y las víctimas, con una mayor presencia del patrón reactivo.Palabras clave: Agresividad, acoso, rasgos de la personalidad, autoestima y valores. Psychology, 6(1) 1 nterpersonal violence. Labeling certain aggressive behaviors as "violence" is controversial within the field of scientific research. Regarded as an expression of aggressive attitudes and behaviors, violence carries social connotations that hinder the understanding o...

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“…Despite an increasing of publications, few studies have provided systematic evidence of PBL (Galand et al, 2012;Jones et al, 2013). Moreover, the adoption of PBL in engineering education is usually adapted to existing program structures and outcomes, which may change the PBL approach from its roots in medical schools, and suggests a potential lack of PBL research in engineering education (Distlehorst et al, 2005;Bédard et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…In this sense, problem-based learning (PBL) has been widely implemented (Jaeger & Adair, 2014;Mantri, 2014;Warnock & Mohammadi-Aragh, 2016;McCrum, 2016;Dahms et al, 2016). Thus, a better understanding of how PBL approaches may enhance learning is needed (Jones et al, 2013). In PBL courses, students work in teams to solve complex and authentic problems that enable developing content knowledge and problem-solving, reasoning, communication, and self-assessment skills.…”

Section: Introductionmentioning

confidence: 99%

An initiative for integrating problem-based learning into a lean manufacturing course of an industrial engineering graduate program

Tortorella

Cauchick‐Miguel

2017

Prod.

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The interest in improving the quality of engineering education is widely deemed. Due to an increasingly worldwide competition, Lean Manufacturing (LM) has been a relevant subject among industrial engineering graduate programs. Despite the advances in teaching LM principles and techniques, the practical character inherent to LM undermines learning and development of students. In this sense, this study aims at demonstrating a proposal to enhance LM learning in an industrial engineering program. It is a blended proposal that combines traditional teaching methods to problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation. A first phase of the proposal introduction is illustrated with an example of introducing it in a Brazilian federal university. The findings indicate that PBL may be an effective complementary method for LM learning, especially if graduate students are exposed to real problems in companies that are undergoing a lean implementation and related it to the current body of literature. KeywordsEngineering education. Problem-based learning. Lean manufacturing.

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The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Cited by 112 publications

References 54 publications

A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

A Cross-Cultural Validation of the MUSIC® Model of Academic Motivation Inventory: Evidence from Chinese- and Spanish-Speaking University Students

Full Issue February 2017

An initiative for integrating problem-based learning into a lean manufacturing course of an industrial engineering graduate program

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