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ERIC Number: EJ1214277
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1913-9020
EISSN: N/A
Self-Regulation Strategies in an Engineering Design Project
Lawanto, Oenardi; Febrian, Andreas; Butler, Deborah; Mina, Mani
International Education Studies, v12 n5 p133-152 2019
Models of self-regulation describe how individuals engage deliberately and reflectively in goal-directed action in order to achieve valued goals. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving, particularly when unraveling ill-structured problems as is required in engineering design. The primary research question: How did engineering students perceive their self-regulation activities while engaged in a design project? A total of 307 students from three higher education institutions working on their capstone engineering design projects participated in the study. The study evaluated students' self-regulation in relation to both design and project management skills. We used a self-regulation in engineering design questionnaire (EDMQ) to assess students' approaches to self-regulation. Quantitative data were analyzed in two parts using descriptive and inferential statistics. Findings suggested that: (1) Students focused more consistently on task interpretation than other self-regulatory strategies, particularly during design; (2) Students lacked awareness of the essential need to develop a method to assess the design deliverables; (3) Self-regulation gaps were found during early design phases, but as the design process progressed, a more balanced approach to self-regulation was apparent. Given the importance of task interpretation to successful performance, students attended to identifying tasks during both the design process and project management. However, they did not report engaging in planning, implementing, and monitoring and fix-up strategies as consistently, even when those processes were relevant and called for. Implications are drawn for research, theory, and practice.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Iowa
Grant or Contract Numbers: 1148806