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

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Title: Motivational and Self-Regulated Learning Profiles of Students Taking a Foundational Engineering Course.
Authors: Nelson, Katherine G.1 kmuto@asu.edu, Shell, Duane F.2 dshell2@unl.edu, Husman, Jenefer1 jenefer.husman@asu.edu, Fishman, Evan J.1 evan.fishman@asu.edu, Soh, Leen‐Kiat2 lksoh@cse.unl.edu
Source: Journal of Engineering Education. Jan2015, Vol. 104 Issue 1, p74-100. 27p.
Subject Terms: *Engineering students, *Learning, *College student attitudes, Motivation research, Self regulation, Psychology
Abstract: Background Technical, nonengineering required courses taken at the onset of an engineering degree provide students a foundation for engineering coursework. Students who perform poorly in these foundational courses, even in those tailored to engineering, typically have limited success in engineering. A profile approach may explain why these courses are obstacles for engineering students. This approach examines the interaction among motivation and self-regulation constructs. Purpose (Hypothesis) This project sought to determine what motivational and self-regulated learning profiles engineering students adopt in foundational courses. We hypothesized that engineering students would adopt profiles associated with maladaptive motivational beliefs and self-regulated learning behaviors. The effects of profile adoption on learning and differences associated with student major, minor, and gender were analyzed. Design/Method Five hundred and thirty-eight students, 332 of them engineering majors, were surveyed on motivation and self-regulation variables. Data were analyzed from a learner-centered profile approach using cluster analysis. Results We obtained a five-cluster learning profile solution. Approximately 83% of engineering students enrolled in an engineering-tailored foundational computer science course adopted maladaptive profiles. These students learned less than those who adopted adaptive learning profiles. Profile adoption depended on whether a student was considering a major or minor in computer science or not. Conclusions Findings indicate the motivational and self-regulated learning profiles that engineering students adopt in foundational courses, why they do so, and what profile adoption means for learning. Our findings can guide instructors in providing motivational beliefs and self-regulated learning scaffolds in the classroom. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Motivational and Self-Regulated Learning Profiles of Students Taking a Foundational Engineering Course.
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  Data: <searchLink fieldCode="AR" term="%22Nelson%2C+Katherine+G%2E%22">Nelson, Katherine G.</searchLink><relatesTo>1</relatesTo><i> kmuto@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Shell%2C+Duane+F%2E%22">Shell, Duane F.</searchLink><relatesTo>2</relatesTo><i> dshell2@unl.edu</i><br /><searchLink fieldCode="AR" term="%22Husman%2C+Jenefer%22">Husman, Jenefer</searchLink><relatesTo>1</relatesTo><i> jenefer.husman@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Fishman%2C+Evan+J%2E%22">Fishman, Evan J.</searchLink><relatesTo>1</relatesTo><i> evan.fishman@asu.edu</i><br /><searchLink fieldCode="AR" term="%22Soh%2C+Leen‐Kiat%22">Soh, Leen‐Kiat</searchLink><relatesTo>2</relatesTo><i> lksoh@cse.unl.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education%22">Journal of Engineering Education</searchLink>. Jan2015, Vol. 104 Issue 1, p74-100. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22College+student+attitudes%22">College student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+research%22">Motivation research</searchLink><br /><searchLink fieldCode="DE" term="%22Self+regulation%22">Self regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink>
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  Data: Background Technical, nonengineering required courses taken at the onset of an engineering degree provide students a foundation for engineering coursework. Students who perform poorly in these foundational courses, even in those tailored to engineering, typically have limited success in engineering. A profile approach may explain why these courses are obstacles for engineering students. This approach examines the interaction among motivation and self-regulation constructs. Purpose (Hypothesis) This project sought to determine what motivational and self-regulated learning profiles engineering students adopt in foundational courses. We hypothesized that engineering students would adopt profiles associated with maladaptive motivational beliefs and self-regulated learning behaviors. The effects of profile adoption on learning and differences associated with student major, minor, and gender were analyzed. Design/Method Five hundred and thirty-eight students, 332 of them engineering majors, were surveyed on motivation and self-regulation variables. Data were analyzed from a learner-centered profile approach using cluster analysis. Results We obtained a five-cluster learning profile solution. Approximately 83% of engineering students enrolled in an engineering-tailored foundational computer science course adopted maladaptive profiles. These students learned less than those who adopted adaptive learning profiles. Profile adoption depended on whether a student was considering a major or minor in computer science or not. Conclusions Findings indicate the motivational and self-regulated learning profiles that engineering students adopt in foundational courses, why they do so, and what profile adoption means for learning. Our findings can guide instructors in providing motivational beliefs and self-regulated learning scaffolds in the classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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