The Interplay Between Self-Regulation and Students' Engineering Design

• In Event: AERA Poster Session 9
  In Poster Session: Current Research in Learning Environments

Abstract

This study analyzed the engineering design behaviors of 108 ninth-grade participants from the United States using principal component analysis and cluster analysis and classified the students into four distinct types: competent, cognitive-oriented, reflective-oriented, and minimally self-regulated learners. Competent self-regulated learners perceived themselves as the most self-regulated learners and had the greatest learning gains, although they did not perform best in the task. Cognitive-oriented self-regulated learners perceived themselves as the least self-regulated learners although they were the second best in both the performance of the task and learning gains. In contrast, reflective learners had the best performance in the task. Minimally self-regulated learners did not perform well in the task and had the lowest learning gains.

Authors

• Wanli Xing, University of Florida

• Juan Zheng, McGill University

• Gaoxia Zhu, National Institute of Education, Nanyang Technological University

• Charles Xie, Concord Consortium